Showing posts with label marking. Show all posts
Showing posts with label marking. Show all posts

Friday, 15 December 2017

Why You Might Be Getting Feedback Wrong! (Part 2)


At the launch of Bradford Research School I held a workshop entitled Why You Might Be Getting Feedback Wrong! The workshop is now available in blog form over on the Bradford Research School blog. It comes in two parts:

Part 1 addresses 5 myths:

  • Myth 1: marking is evidence-based
  • Myth 2: feedback = marking
  • Myth 3: marking is time consuming
  • Myth 4: Ofsted require a particular kind of marking
  • Myth 5: children need to know what level/grade their work is

Part 1: https://bradford.researchschool.org.uk/2017/12/08/why-you-might-be-getting-feedback-wrong-part-1/

Part 2 addresses 4 more myths:

  • Myth 6: marking needs to be done in great detail
  • Myth 7: marking will have an impact on progress
  • Myth 8: all errors are equal
  • Myth 9: triple/dialogic marking is best

Part 2: https://bradford.researchschool.org.uk/2017/12/15/why-you-might-be-getting-feedback-wrong-part-2/

I have also uploaded the PowerPoint I used in the workshop for anyone to use in their own training or discussions with SLT: https://www.tes.com/teaching-resource/why-you-might-be-getting-feedback-wrong-powerpoint-for-staff-training-11795794

Saturday, 9 December 2017

Why You Might Be Getting Feedback Wrong! (Part 1)

At the launch of Bradford Research School I held a workshop entitled Why You Might Be Getting Feedback Wrong! It's a slightly clickbaity title, and I wouldn't have been surprised if no-one came to it, after all, who wants to be told they're doing something wrong?

Anyway, people did come and I've begun to write up what I presented in the workshop. The information I was presenting all came from the EEF's review of the evidence on marking 'A Marked Improvement' - my workshop was an attempt to summarise their findings into a 20 minute bite-size chunk.

Read part 1 here: https://bradford.researchschool.org.uk/2017/12/08/why-you-might-be-getting-feedback-wrong-part-1/

Thursday, 19 October 2017

Poster: Maths Written Feedback Comments

marking feedback policy maths thatboycanteach
Many teachers will still be operating in schools where feedback policies require a certain amount of written feedback. Some schools have begun to adopt no-marking policies but these are in the minority; most teachers, in order to follow policy, have to provide written feedback: marking.

For primary teachers, this is fairly simple in English but is a little trickier in maths. My team and I sat down and analysed a selection of marking comments which we found in maths books and reduced them to question/statement stems. We tried hard to make them as succinct as possible in order to make the task of perhaps having to mark 30 books a little less onerous.

When I put these maths marking comment stems on Twitter some people pointed out that these comments were things that we should be planning into our daily lessons, and they are right. Many of the ideas are to do with reasoning and problem solving - something we should be giving all children the opportunities to engage with on a very regular basis. So, these comment stems come with a multiple purpose: plan maths activities using them, and if required, use them to provoke thought in children who have finished the work you planned for them.

Of course, I would always advocate that much of this kind of 'feedback' is provided in lesson, so these comment stems aren't just for writing - they're for giving verbal feedback too. I have found that sometimes verbal feedback is forgotten - making a quick note (just a few words) in a book might just be enough to jog a child's memory, meaning they won't have to wait for the teacher to come round again for another explanation of what they need to do. Written feedback during lesson time can be useful for this purpose - the fact that these comments are only a few words long makes this more manageable.

Another point some have made is that it isn't necessary to write one of these in every book - it isn't (although some policies may require it). If all children need the same comment (unlikely), then these comments can be provided whole-class, perhaps by way of writing it on the board.

A final note on the comments themselves: there are quite a variety - some pertain to mistakes made, others are intended to challenge further; all are supposed to make children think and to help them to improve their understanding in maths.

For the record: my own school's feedback policy does not require teachers to provide written comments (although they are allowed) but we recognise instances where they are useful and productive. Our maths policy also states that problem solving and reasoning activities should be part of daily lessons.

Click here to download the poster and the editable Word document of the 30 statements

Wednesday, 30 November 2016

TBCT Interview @ Schoolwell.co.uk

SchoolWell, a school staff wellbeing directory, asked me a few questions about wellbeing, marking, Twitter, reading and #OptimisticEd; the full interview is posted on their site at: http://schoolwell.co.uk/exclusive-interview-thatboycanteach/.

"I am always conscious of how hard the work can be and that part of my job is to ensure that my own colleagues’ wellbeing is prioritised"

"I’ve found it really beneficial to read before I sleep: it takes my mind off all the things I’ve been doing during the day. If I don’t read I often have vivid dreams about those things which leads to a restless night and tiredness the next day."

"What schools should focus on is their expectations of teachers: of the amount of planning, marking, preparation that is explicitly expected. Every new initiative needs to be passed through a filter to ensure that it is purposeful and efficient"

To read the full interview, click here to be taken to the SchoolWell website.

Thursday, 23 June 2016

Rise Up! (Being Militant Teachers)

In recent conversations with teachers I have had my eyes opened to a world of pain that some of our colleagues are being subjected to. Whilst I don't assume every school is like the ones I've worked in or every leader is as understanding as the ones I've had the pleasure to work for, I was shocked to hear of the expectations that are being placed on some some teachers in some schools by some leaders.

It would seem that some of us are falling prey to unrealistic 'marking and feedback' requirements. One primary school teacher asked on Twitter how to lighten their marking workload of 102 books every day. The expectation on this teacher was external - they weren't ascetically burdening themselves. They were being expected to 'deep mark' three sets of books (Maths, English and Topic) a day for a class of 34 Key Stage 2 children. This was linked to the expectation that they have evidence of recorded work in each book on four out of five days per week.

My only real advice to our colleague was to leave that school and find one where things are being done properly.

But I soon realised that, although it would remain my ultimate advice, there must be something else that could be done until leaving becomes a legitimate option. All my usual tips for marking (marking in lessons, planning carefully so you don't have three sets of books every day, peer or self marking etc) would barely scratch the surface in this situation. So what interim advice is there to give?

Militancy. If you have found yourself in this situation, particularly with marking and feedback, then you need to fight back. I'm not talking Che Guavara-style revolution (or worse) but I'm talking about a diplomatic revolt; a polite rebellion. Perhaps what I'm suggesting is a contradiction in terms but a strong word is neccesary because what I'm suggesting will take much strength, conviction and determination. Allow me to explain:

Boy Scout Militancy - "Be prepared." 

First gather your evidence: Ofsted reports from schools who have reasonable marking expectations; this document from East Riding of Yorkshire (http://eridingsuperceded.eastriding.gov.uk/resources/assessment/020312_jmundy_assess_marking_feedback.doc); the short myth busting video from Ofsted; an exemplar marking policy, again from a school that doesn't have ridiculous ideas about what marking should look like. Also, be ready to present well-thought out solutions to the problem - preferably tailored solutions that will appeal to your leaders. It's also worth considering practising exactly what you want to say.

Henry Ford Militancy - "Working together is success." 

If you're suffering from the unrealistic expectations then others around you will be too. If you don't know who they are, be willing to share your struggles and you will find your allies - the ones who are also breaking under the sheer weight of the workload. One teacher alone may be seen as a weakling unable to cope whereas a whole team of teachers together should indicate that there is a more universal problem which needs to be investigated. There is strength, and support, in numbers.

SAS Militancy - "Who dares wins." 

Once you're armed with your evidence and solutions and flanked by your colleagues, the next (and perhaps scariest) step is to call a meeting with your leaders. This potentially requires more derring-do than the resulting meeting. Once the meeting is underway you and your colleagues will need to keep your nerve and continue to dare to speak up for yourselves.

Satyagraha Militancy - “In a gentle way, you can shake the world.” - Gandhi 

Speak to your leaders civilly. I'm no peace negotiation expert but it stands to reason that non-violent, non-threatening, even amiable, behaviour is in everyone's best interests. If daring to call a meeting is the scariest part of the process, then this step is the most difficult - emotions, and the tongue, are hard to tame. You'll need self-discipline to kill them with kindness - that rehearsal in the preparation stage will come into its own here.

Caesarian Militancy - "It is easier to find men who will volunteer to die, than to find those who are willing to endure pain with patience." - Julius Caesar

Be patient; to use another Roman analogy, Rome wasn't built in a day. These negotiations will take time - you will need to gather more evidence, regroup and continue to push for what you need. Don't just 'volunteer to die' by taking 'No' for an answer and then working yourself into an early grave marking hundreds of books each night. With ongoing negotiations you may need to endure the pain with patience whilst remaining hopeful that your militant actions will eventually bear fruit.