Thinking about the best way of feeding back to pupils remotely, I am reminded of Dylan William’s suggestion that formative assessment would have been better off being called ‘responsive teaching’. As teachers we are often trying to stretch feedback to fit various purposes, but surely the primary function should be to provide the teacher with information so that they can respond through their teaching. Continue Reading
Part 2 of 2 from Mrs Martin on Whole-Class Feedback. If you haven’t read the first part of this blog then you can access it here.
Feedback doesn’t have to take the form of a set proforma for every task. The right approach for the work you have set must come from responding to the outcomes. Working remotely is definitely different, but in many ways the process of how we respond to learning (or misunderstanding!) should remain the same.
This second blog aims to look at some other methods that might be more appropriate to different circumstances, and different contexts:
- Whole Class Feedback Proformas
- Annotated Examples- Pupils’ work
- Teacher modelling or Providing Correct Answers
- Strategies for Sixth Form
This week I returned to some scribbles that I produced some time ago with the aim of illustrating some different approaches to feedback and how these apply to different subjects. Time-effective feedback is a topic we’ve been blogging about for a few years now, but it seems increasingly relevant in the context of the debate around tackling teacher workload. Continue Reading
Yesterday Heads of Department and SLT spent a day looking at exercise books across our school. Here is what we learnt. Continue Reading
Perhaps because most of us are still up to our necks in mock marking, I’ve been reflecting on some of the time-effective marking practices that we have been advocating as a school over the past few years. I thought it would be a good time to gather together just some of the ideas on this topic and share them again with you. Continue Reading