Your priorities

1. Reviewing written feedback

2. Proof-reading culture

3. Students’ attention to detail

Reviewing written feedback

• Importance of feedback

• What do you currently do?

• To grade or not to grade?

• Is praise important?

• How can we make sure feedback is ‘received’?

The Learning Loop

assessment of existing knowledge

Teaching of new

knowledge

modelling

practice

observing learning

feedback

success & failure

reflection

repeat

Triple Impact Marking

1. Student: reflects on what went well (www) and what might have made their work even better (ebi)

2. Teacher: asks questions: How could you…? What might…? Do you think…?

3. Student: Answers the question and explains how they will improve next time.

Marking challenge

Proof-reading culture

• Writing alongside students

• Public critique

• Redrafting

Critique

1. Step up / Step Back2. Hard on the content /

Soft on the person3. Feedback is Kind,

Specific and Helpful

Proofreading

• Students need to do the proof reading

• Don’t correct their errors

• Don’t accept work which isn’t proof read

• Time to redraft

Getting students writing

• teaching sequence for writing• using sentence stems in oral work to support

students' writing• how 'Slow Writing' can improve students'

attention to detail• writing for real purposes & audiences

Teaching sequence for writing

Show them examples of the genre or text type

Oral rehearsal – thought stems

Modelling – think aloud

Teacher support – scaffolding, Slow

Writing etc.

Independent writing – and you write too!

• teacher talk• supported pupil talk • independent pupil talk

Modelling writing in science

Using sentence stems

This word is effective

because…

The writer’s intention is…

This might mean…

This could also suggest…

Slow Writing

• Write slower; write better

• Double spacing

• Paired writing

• http://www.triptico.co.uk/slowWriting.html

Real purposes & audiences

• Psuedocontex vs. authenticity

• Project based learning

• Blogging – posterous.com

• Experts - Skype

Learning objective: To be able to improve the quality of students’ writing

I can give feedback which encourages students to improve their work

I can use a range of strategies to embed proof reading in my lessons

I can use a range of strategies to help students write more effectively

META COGNITIVE WRAPPERUNWRAPPED

• How important is ‘literacy’ to your subject area? Has your view changed?

• What do you now know about the teaching of literacy?

• How will you use what you’ve learned to help your students?

• How motivated do you feel about tomorrow?

David Didauddidau@gmail.com

learningspy.co.uk@LearningSpy

GREIG CITY ACADEMYLITERACY

WORKSHOP