Feedback: it's not marking but expert teaching.
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Feedback: it’s not marking, it’s expert teaching David Rogers #TLT14
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Slides used at #TLT14 (Teaching and Learning Takeover Conference 2014) at the University of Southampton on 18th October 2014.
Transcript of Feedback: it's not marking but expert teaching.
Feedback: it’s not marking, it’s expert teachingDavid Rogers
#TLT14
@davidErogersdavidrogers.org.uk
How do you know that
feedback is taking place
in your school?
What a top event!
Really?
Hear
SeeTouch
Smell Taste
Image copyright of Pshychogeographer
Mystery Amazing Place
Write a detailed description of what you’d expect to see in this place.
Feel
When was the last time you had a proper look at your learning environment?
Dad, Husband, Welshman, Geographer, Assistant Head, Microsoft Expert educator, Google certified teacher, Marathon Runner, Adventurer, Author, Pedagogic Troublemaker, Fellow of the RGS, Dream Teacher, Dad, Husband, Welshman, Geographer, Assistant Head, Microsoft Expert educator, Google certified teacher, Marathon Runner, Adventurer, Author, Pedagogic Troublemaker, Fellow of the RGS, Dream Teacher, Dad, Husband, Welshman, Geographer, Assistant Head, Microsoft Expert educator, Google certified teacher, Marathon Runner, Adventurer, Author, Pedagogic Troublemaker, Fellow of the RGS, Dream Teacher, Dad, Husband, Welshman, Geographer, Assistant Head, Microsoft Expert educator, Google certified teacher, Marathon Runner, Adventurer, Author, Pedagogic Troublemaker, Fellow of the RGS, Dream Teacher, Dad, Husband, Welshman, Geographer, Assistant Head, Microsoft Expert educator, Google certified teacher, Marathon Runner, Adventurer, Author, Pedagogic Troublemaker, Fellow of the RGS, Dream Teacher, Dad, Husband, Welshman, Geographer, Assistant Head, Microsoft Expert educator, Google certified teacher, Marathon Runner, Adventurer, Author, Pedagogic Troublemaker, Fellow of the RGS, Dream Teacher
Holy Grail v Tool Shed
Holy Grail photo Source via Flickr and a CC licence. Toolbox photo source via Flickr and a CC licence
Loads of written comments
Student doesn’t engage with
marking
Appropriate Feedback, variety
and timing
Student work is rubbish
Student work is better
What is feedback?
What are pupil premium students like?
Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There, Poor Kid, deprived, Can’t Learn, Low Ability, Stuck There,
When did you last
look past the data?
The well rounded student. Where is feedback in your school aimed?
Lessons and teaching
Contacts and networks
Self image Experience
Should feedback be different for Pupil Premium students? If so, how?
Is the most useful form of feedback from teachers to students?
Led by pupils; guided by professionals; focused on learning.
In LP, everyone is a student and everyone is a teacher.
Art graphics up 32%
Technology Graphics up 25%
Technology Textiles up 15%
Science Core up 18%
Do we give too much feedback to students?
Is it the right type?
Is it useful?
Talk to each other. Describe what you expect to see in the rest of this image.
Draw it with your non-dominant hand.
Describe it in Russian using Google Translate
Draw it with your eyes closed.
Describe the whole scene in 287 words.
Learning exhibitions
Photo Credit used through Creative Commons
‘…there was a clear tendency amongst best teachers to see the power of the humdrum, the everyday.’Practice Perfect, Lemov, D; Woolway E; Yezzi, K p5-6
10 Powerful Practices Best practice at Patcham High School is evident in lessons
characterised by Challenge, Engagement, Questioning and
Learning. These lessons are underpinned by 10 Powerful Practices that reflect the importance of personalised education, the power of creativity and the impact of passion in the classroom.
The lasting measure of good teaching is what the individual student learns and carries away.
10
10 Powerful Practices
10
Powerful Practices Curriculum &
language for learning
Research bursaries – putting this research in context
Learning Goal
Sheets
FFT
Teacher
Feedback
Type Frequency What does it look like?
Light touch
Once every 4 lessons to show that work has been seen and to identify obvious communication errors. Check the quality of presentation.
Green Pen:Pick up obvious errors; check presentation; level of work. S (x3 or 5): you have spelt the word wrong and need to re-write 3 time (if it is an
unfamiliar word) or 5 times (if it is a familiar word). P: you have missed out or used a punctuation mark incorrectly. G: your sentence does not make sense / it has not been written correctly.
Feedback Sheet
Once per progress check. This is a chance for students to reflect on their progress since the last Progress Check.
Either: Feedback Sheets stuck inside the front cover of the exercise book filled out.or:Feedback Stamp used
FFT (Feed forward time)
After an assessment, at least once per progress check. This allows students time to engage with your feedback.
Students will have responded to comments or made corrections / redrafted. Identify these by using Progress Purple pens / highlighter / stickers.
Verbal marking
On-going. This form of feedback should be a feature of every lesson.
An abbreviation to show that assessment took place or feedback was given during the lesson. Student marking in Red pen.• VF: verbal feedback - green stamp• PA: peer assessment • SA: self- assessment • LM: ‘live’ whole class marking • TA: target achieved • I: independent work
Learning Goal sheets accessible to students – front cover of exercise book.
All feedback by teachers in green.All feedback by students in red.Progress Purple identifies Feed Forward Time
Feedback effect size = 0.73
Making feedback visible @ Patcham High School
Learning Goal
Sheets
FFT
Teacher
Feedback
Type Frequency What does it look like?
Light touch
Once every 4 lessons to show that work has been seen and to identify obvious communication errors. Check the quality of presentation.
Green Pen:Pick up obvious errors; check presentation; level of work. S (x3 or 5): you have spelt the word wrong and need to re-write 3 time (if it is an
unfamiliar word) or 5 times (if it is a familiar word). P: you have missed out or used a punctuation mark incorrectly. G: your sentence does not make sense / it has not been written correctly.
Feedback Sheet
Once per progress check. This is a chance for students to reflect on their progress since the last Progress Check.
Either: Feedback Sheets stuck inside the front cover of the exercise book filled out.or:Feedback Stamp used
FFT (Feed forward time)
After an assessment, at least once per progress check. This allows students time to engage with your feedback.
Students will have responded to comments or made corrections / redrafted. Identify these by using Progress Purple pens / highlighter / stickers.
Verbal marking
On-going. This form of feedback should be a feature of every lesson.
An abbreviation to show that assessment took place or feedback was given during the lesson. Student marking in Red pen.• VF: verbal feedback - green stamp• PA: peer assessment • SA: self- assessment • LM: ‘live’ whole class marking • TA: target achieved • I: independent work
Learning Goal sheets accessible to students – front cover of exercise book.
All feedback by teachers in green.All feedback by students in red.Progress Purple identifies Feed Forward Time
Feedback effect size = 0.73
Making feedback visible @ Patcham High School
Teachers / Departments
Do we encourage young people to make mistakes? How could we be better?
It’s not about pens, but about the process
Ralph was not harmed in the making of this policy
Teac
her
s n
eed
to
be
gu
erri
llas.
Planning for feedback
Digital exercise books
Teachers will wait for permission
Trusting teachers
http://bit.ly/1ugDLlr
Questions, Discussion, Ideas?
Real Learning for the real world
@daviderogers
