Tag Archives: marking

Daily Whole Class Feedback by @Mroberts90Matt

A recent idea shared by @_MissieBee has prompted me to share this. It links very closely to a brilliant idea where the class are given a whole class feedback slide or sheet to stick in their book which highlights good things done and common misconceptions. I shared a very similar idea previously and have updated it over the years. It is different to what was shared as it offers a regular, even daily, model which could fit into most, if not all, subjects which require recording in books.

One of the most frustrating things I  (used to) deal with as a teacher was the amount of time marking takes. It really is one of the biggest causes of workload. The most tiresome aspect was writing the same comments in multiple books. Things such as “Don’t forget to line up your place value,” or “Check you use punctuation at the end of your speech,” or even “Name one impact of exercise on the body.” Yes – not only can this approach address misconceptions, but give a follow up challenge without either the teacher writing it 20-odd times or cutting it out and sticking it in multiple times. This Daily Whole Class Marking allows me mark a set of books within 30 minutes complete with personalised comments on misconceptions and challenges. It hones in on each child with the teacher only writing in two or three symbols into their book.

Some examples are here: Cinquain Poem Writing

12Another one for Suspense Narrative writing:13

Maths this time – with challenge questions:

14

And finally a Science:

15

The Idea

I would start straight away by emphasising that this is not my original idea. I came across the method in a series of excellent summer blog posts by @LearningSpy who referenced it to Joe Kirby’s blog! The idea is so simple – basically instead of writing comments that is expected by a teacher to praise what the child has done and give constructive steps on how to improve – you write down three symbols. Then, in the very next lesson (as this method allows you to mark books for the very next lesson with ease) children are given 5 mins to copy down the relevant feedback to those symbols. Typically I have numerous various comments that are used across a set of 30 books ranging from correcting common misconceptions to a gentle reminder to underline the date and LO. During this specific 5 mins at the start of the next lesson, I am then able take the time to target individual children I have made a note of to give some extra verbal feedback on what they’ve done and try to progress their understanding further. I personally have labelled this time ‘MAD Time’ (Make A Difference) but the concept is that the children write the personalised comments down, rather than the teacher.

Does it MAD?

Well, I have been using this method in my feedback approach for over three years now. There are issues:
1. It may be more challenging for Phase teachers younger in the school (particularly KS1) to adapt this. Possible, but more challenging
2. The first week is always the most ineffective as the children get used to the method of feedback and are given the opportunity to take responsibility for their learning. It does take focus from them and reminders on how to use the time best but each year I have done this, the most challenging learners I have had have seen the advantage of this and taken it on board.

Despite these potential barriers, there has been clear outcomes. These are listed below:

  1.  My workload has balanced

Before I would spend up to an hour, maybe more, marking a set of class books. After having written repetitive comments in books the children would then barely give them a second glance, despite my attempts at the start of each lesson to get them to read and initial the words painstakingly etched by me. This would become disheartening after time. Now, I find I am spending 20-30mins or so on the same number of books. This means I have more time to prepare engaging follow on lessons from the learning I’ve just assessed. We all know providing written feedback is a huge drain on time and whilst some schools may be moving away from written feedback reliance, many are still expecting this. This approach allows this still to be met, whilst freeing time for the teacher.

2. The feedback has improved

I am not afraid to admit it – after marking 20-23 books, my enthusiasm would deplete and my comments to the children in their books would become more and more generic and rushed. I suppose this is human nature (and why a wonderful piece of writing from a child might get more rushed toward the end!) Because of this technique, the level of personalised feedback is constant for the whole class, not just the children whose books are nearer the top of the pile! One big loss in the later books in my pile would be follow up questions. I would be less likely to write these in later books. Also, if I planned to stick in follow up challenges, I often forget to print these off and take them home. Once I have the books home, I have forgotten them and therefore no challenge question to push my learners further. This way, there will always be opportunity for follow up challenges.

3. The technique gets the children to take the feedback in

Now that the children are, in essence, writing comments on their own work they seem to take it in more. I have seen direct improvement on a child’s work from comments they have written. Would those improvements have been made if I had written them? Maybe, but it is less likely the child would have read them. This way, the feedback is certain to be acknowledged, even if then the child makes no effort to act on it.

We all know the frustration when we spend all this time writing comments then the children just turn the page without taking it in. This approach means the children have to at least read, write and respond to the feedback (in their purple pen) to indicate any difference to their learning.

4. It shows innovative practice which is centred on one thing – learning

This marking approach has been used under two senior leadership teams. Both of them have stated that they feel this is outstanding practice in feedback. The MAD Time was stated as an extremely good way of helping children make a difference in their learning and straight away set a precedent for that lesson that we were there to learn, and they would have the feedback yesterday to work on. The whole reason I have decided to use this is because it has an impact on the children’s learning. This can be seen in session, in the books and in the data. Learning is the centre of this approach.

5. FInally…the children GET it!

I did NOT expect this outcome! Quite honestly, I thought my class would hate it to begin with. However, now when I display the 8-10 comments they may find in their work, they actually get excited to see what they receive! Some even utter a ‘yesss’ when they know it’s MAD Time before they then find they have a ~) or a +) which they need to work on. Why? I don’t know. Maybe it’s because it’s a new idea and it’ll lose it’s freshness after a couple of weeks. Maybe it’s because they feel they are actually engaging in something they feel is new and a good way to improve their learning. They actually care that they understand why they’ve received certain feedback and what they can do to achieve that.

Will you try MAD Time in your teaching and learning? How do you get written and verbal feedback across to your class and are there any other ways that have been effective for you? Are you MAD?

Advertisements

Let’s Talk about Workload by @Mroberts90Matt

The workload issue is not going anywhere, anytime soon. In a time where edu-Twitter is cycling with debates around all sorts of philosophies and facets of education, one thing rings throughout most of the profession – there is one elephant that looms largest and that is the unsustainable amount of workload in the teaching profession. Wellbeing is becoming increasingly higher on the agenda for the best leadership teams and it is a concern for even some outside of the profession. A number of parents have commented on how they are aware of how hard I and other teachers work for their children and they really appreciate it.

This issue has risen again in a recent report detailing how many young teachers are planning their way out of the profession. A recent survey from the NUT suggest that 45% of young, recently-qualified teachers plan to leave the profession in the next five years. I remember watching a report about a month ago on the same topic and the DfE’s response was to say they are working on recruiting more quality candidates into the profession. Whilst that is important, surely more focus needs to be put on making the profession more attractive? What is the point in recruiting more teachers if more then leave the other way?

There does not seem to be a clear-cut answer coming over the near horizon – but we have each other! Twitter, blogs, bottom-up CPD are providing a real way forward for teachers to look outside their school setting and recognise the strength around them. I am a much more positive practitioner because of the interactions. So, I want to take this brief opportunity to share some tips and ideas to beat the workload woes. I may not be the perfect teacher but I feel I do have some ideas on how teachers can take those small short-cuts that don’t impact on their teaching and learning (and sometimes enhance them). However, don’t just listen to me – dozens of other excellent professionals have spoken out against this workload crisis. I am very grateful for their contributions and I hope to include as many as possible. Hopefully this will help someone out there free some time for themselves. Please share this valuable list!

Before I even embark on this list – one very important point to remember is that whilst there are a number of tasks for teachers to do and it is a high-demand profession, workload is in our control mainly. Often we are the ones who place too much on ourselves. @bekblayton and @thatboycanteach put it very well when they reminded us all that we must remember that overcoming workload woes is not a pipe dream – it is possible. We need to adjust bad time management and prioritisation habits to help us do it!

1. Learn to Magpie and do it effectively
This was my first thought – massive amounts of time can be lost with teachers getting that resource exactly  perfect, with a nice border and then laminating that piece for the display. Just get the content challenging and correct, get it copied then done! Move on!
@Mrs_D_H – accept that good enough is good enough
@blondebonce – also says to not laminate 😉
@mccaffery81 – Shared a great idea which a typical example of needing to magpie from other professionals – phonicstracker.com – look into it, use it!

2. Find your Marking Mojo
@MisterMahon – Self and peer assess – it identifies misconceptions just as effectively, if not more so
@kvnmcl – Do NOT take marking home
@MrCartwright26 – Get some marking done in the lesson whilst supporting children
@primary_newbie – also says to mark in class – making use of self and peer assessment
@Wolvespps – Uses a marking code when marking. Assigns a number for each target in writing then has children write them – I do exactly the same for comments in all subjects

@hbudders – Agrees once again with marking in the lesson and give instant feedback, along with @emmaholts
@kat_luc01 – Warns against marking criteria not involved in the focus of the lesson. Extra areas of focus in marking can eat into precious time
@redgierob – Don’t be conned into marking every piece of work!

3. Plan for Pupils, not Procedure
@JoHale3 – plan daily, you should not have to plan the whole week if you do not know how they will do!
@HeyMissPrice – do not plan every lesson, do what is necessary
@RobertsNiomi – reduce weekly planning to a sheet of A4

4. Learn to do the jobs that need doing…and little else
@thomasandrews88 – do what needs to be done for tomorrow, then stop
@dave_foley_1990 – do the stuff you are asked to do, don’t do more than you need to
@bekblayton – set a finish time and when you reach it STOP!
@MrWalkerKPPS – look into instant displays – washing lines, working walls are as effective

5. Go with your gut!
@NorthDevonTeach – self-reflect but do not do so too much, will increase workload
@MrsR451 – Ask the question – will this help learning? If not then don’t do it – if it is required then do it minimally!

6. Plan Time Carefully
@challis_luce8 – Get work done on Friday so you have Monday prepared already
@mrsmacwilson – Plan at least one day a week to go home earlier with no marking
@mr_k3ys – Work smarter (not harder) – set time limit and challenge self to stick to it
@Mr_Beetroot – Used a work logging app (he suggested WorkLog) for 2 weeks, analysed what he lost a lot of time doing, then cut that down.

Special mention from @HeyMissPrice! After having read these suggestions, you will notice that many of them require understanding and acceptance from a caring SLT. If an SLT insist on convoluted systems of marking, require lesson plans handed in often and certain jobs doing that are really not required (particularly being stated that “it’s for Ofsted) then @HeyMissPrice says be brave and ask why those things are necessarily done that way if it’s impact on teaching and learning is minimal.

Please do take a look at the great suggestions – as you see, they all seem to fall under 6 categories. These are the areas that teachers can lose a lot of time accomplishing tasks but that they can have control over how much time these jobs take. The suggestions above are key – share them and add any of your own to help alleviate the stress and workload on fellow teachers.

Are you MAD?! – Using An Assessment Idea by @Mroberts90Matt

I mentioned this idea for marking in my last post of NQT Resolutions as a tool to help me keep on top of the amount of marking a teacher has to do. At the time of posting I had been given permission to try it out by my Headteacher (something I felt I had to do as an NQT) and actually marked a couple of sets of books using the technique. However, it had not yet been put in front of the biggest critics (the kids) and I had not yet seen if it would benefit them. Since then I have found great success with it and even a mention in my first NQT Observation done by my Headteacher – please read on if you want to save literally hours of time a week!

How are you getting feedback across to your children?
How are you getting feedback across to your children?

The Idea

I would start straight away by re-emphasising that this is not my original idea. I came across the method in a series of excellent summer blog posts by @LearningSpy who referenced it to Joe Kirby’s blog! The idea is so simple – basically instead of writing comments that is expected by a teacher to praise what the child has done and give constructive steps on how to improve – you write down three symbols. Then, in the very next lesson (as this method allows you to mark books for the very next lesson with ease) children are given 5 mins to copy down the relevant feedback to those symbols. Typically I have 8-10 various comments that are used across a set of 30 books ranging from correcting common misconceptions to a gentle reminder to underline the date and LO. During this specific silent 5 mins I then take the time to target individual children i have made a note of to give some extra verbal feedback on what they’ve done and try to progress their understanding further. I personally have labelled this time ‘MAD Time’ (Make A Difference) but the concept is that the children write the personalised comments down, rather than the teacher.

Does it MAD?

Well, it has been a week and a half since I have introduced MAD into my teaching, and it has indeed MAD!

1. My workload has balanced

Before I would spend up to an hour, maybe more, marking a set of class books. After having written repetitive comments in books the children would then barely give them a second glance, despite my attempts at the start of each lesson to get them to read and initial the words painstakingly etched by me. This would become disheartening after time. Now, I find I am spending 20mins or so on the same number of books. This means I have more time to prepare engaging follow on lessons from the learning I’ve just assessed.

2. The feedback has improved

I am not afraid to admit it – after marking 20-23 books, my enthusiasm would deplete and my comments to the children in their books would become more and more generic and rushed. I suppose this is human nature (and why a wonderful piece of writing from a child might get more rushed toward the end!) Because of this technique, the level of personalised feedback is constant for the whole class, not just the children whose books are nearer the top of the pile!

3. The technique gets the children to take the feedback in

Now that the children are, in essence, writing comments on their own work they seem to take it in more. Just this past week I have seen direct improvement on a child’s work from comments they have written. Would those improvements have been made if I had written them? Maybe, but it is less likely the child would have read them. This way, the feedback is certain to be acknowledged, even if then the child makes no effort to act on it.

4. It shows innovative practice which is centred on one thing – learning

As mentioned, this MAD Time was observed in my first NQT Observation last week by my Headteacher. I said beforehand I would not focus on the grade, if I was given any, as Ofsted would not grade me. Then I was given an Outstanding…I couldn’t help take notice of that! The MAD Time was stated as an extremely good way of helping children make a difference in their learning and straight away set a precedent for that lesson that we were there to learn, and they would have the feedback yesterday to work on.

5. FInally…the children LOVE it!

I did NOT expect this outcome! Quite honestly, I thought my class would hate it to begin with. However, now when I display the 8-10 comments they may find in their work, they actually get excited! Some even utter a ‘yesss’ when they know it’s MAD Time before they then find they have a ~) and a +) which they need to work on. Why? I don’t know. Maybe it’s because it’s a new idea and it’ll lose it’s freshness after a couple of weeks. Maybe it’s because they feel they are actually engaging in something they feel is new and a good way to improve their learning. They actually care that they understand why they’ve received certain feedback and what they can do to achieve that. I’ll probably need a bit more time to fully understand why they like it so much but I am certainly not complaining!

Will you try MAD Time in your teaching and learning? How do you get written and verbal feedback across to your class and are there any other ways that have been effective for you? Are you MAD?

small__8668129713

photo credit: <a href=”https://www.flickr.com/photos/wwworks/5119120679/”>woodleywonderworks</a&gt; via <a href=”http://photopin.com”>photopin</a&gt; <a href=”http://creativecommons.org/licenses/by/2.0/”>cc</a&gt;

photo credit: <a href=”https://www.flickr.com/photos/ludwg/8668129713/”>ludwg</a&gt; via <a href=”http://photopin.com”>photopin</a&gt; <a href=”http://creativecommons.org/licenses/by-nc-nd/2.0/”>cc</a&gt;