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?

Holy Grail v Tool Shed

It’s not about pens, but about the process

Ralph was not harmed in the making of this policy

Teac

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llas.

Planning for feedback

Digital exercise books

Teachers will wait for permission

Trusting teachers

http://bit.ly/1ugDLlr

The late, great Dicky Fox.

Questions, Discussion, Ideas?

Real Learning for the real world

@daviderogers