Day Three       Birmingham                    30th October 2007

1. Use of products for discussion of quality (using two products to compare or using one to model or generate success criteria)

FOUNDATION STAGE/Y1

Teachers said that they felt they needed more time to embed techniques and that this worked better with older children. Where they had tried it, they found it worked better with extreme examples.  One teacher had modelled a good listener and a bad listener, which had been successful.

YEARS 2/3

Teachers agreed that comparing good and not so good was commonplace in PE, DT (using previous examples of work/pictures) and literacy.  One teacher had used photographs of a good and bad tennis grip and feet position by taking photos of children in the class.  They were not at all interested in who was in the photograph, but focused on the tennis.  This teacher used talking pairs, then 4s, then 6 to snowball ideas on what was successful and what was not for a DT project which was a very successful strategy.

Using comparisons in literacy had led to the generation of success criteria.  The impact is shown in the quality of children’s work and in their confidence in now knowing what success looks like.

YEARS 4/5

Some teachers had compared finished Y6 stories to Y4 stories, which had led to the generation of ‘advanced’ success criteria for story writing.  Children’s work was of higher quality as a result of the strategy, although it took time to do.  One teacher found it difficult to do in mathematics, although problem solving work can be compared. It also worked well with DT.  One teacher had found it particularly useful to use one child’s excellent pop up book design (from a lower achiever) to model success, which motivated the rest of the class to refine their designs. This approach worked wonders for children’s self esteem and lower achievers did particularly good work.

Overall, children are more aware of what is expected.  They appreciate seeing what makes up a good piece of work.

YEARS 5/6

Teachers found that children get used to spotting what makes good practice in Literacy through this technique.  Graphs in mathematics had also been used successfully to compare. 

One teacher described how she asked the children what helped them to learn.  Top of their lists was seeing other children’s work at the beginning of lessons.

Another teacher had shown children pieces which showed the difference between Year 3 and Year 6 levels.

A discussion with the team followed about making comparisons in art and it was agreed that deciding what was good or not so good was impossible, due to the subjective nature of art.  However, the ways in which art techniques had been applied and comparisons of effect, mood etc. were entirely possible to compare. 

This led to further discussion about the problem of showing a ‘good’ story possibly confining children to only one way of writing.  It was agreed that the close analysis involved in comparing 2 pieces of work is essential, but children should also have access to a variety of ways in which the same criteria have been achieved to overcome this problem.  Teachers said that Year 6 pupils often subvert the genre when they realise how formulaic their writing has to be for SAT success (e.g. purple, over the top descriptions of trivial things).  Some teachers had used ‘Textbase’ which has exemplar texts for various levels, so children can be asked what makes this a level 5 and then assess their own work .

SECONDARY

For Modern Foreign Languages, one teacher had introduced the comparison technique with oral work and found this worked well.

In a special school, teachers found that children could talk about the difference between 2 things, but then found it difficult to apply what they had learnt, because they didn’t have the skills.

A geography teacher had used last year’s write ups of a brook study.  Pupils had to decide the level of the work, which had in turn led to them improving their own work.

An English teacher had used the previous year’s work, comparing film reviews, to take apart a genre and look at the craft of writing.  As a result, pupils were more aware of what was needed and produced the best film reviews this teacher had ever had.

She also described how a particular series of lessons went wrong, yet pupils were able to unpick what had gone wrong via the success criteria.

Teachers agreed that the interactive whiteboard is becoming more and more important, especially linked with a visualiser.  Work is increasingly being saved and then shown to children on subsequent lessons.

Teachers found that this technique and the generating of success criteria had empowered pupils.

2. On-the-spot modelling of ‘Success & Improvement’ during the lesson (‘Integrated feedback’)

FOUNDATION STAGE/Y1

Nursery teachers said that the strategy was inappropriate, although they verbally explained to children what was good about their work: ‘I like the way you’ve….’.Year 1 teachers had used ‘pinks and greens’. 
Stopping and choosing one random child had to be handled carefully in case children were overwhelmed by being chosen.
It was agreed that working with children in groups at this age was more appropriate for discussing and analysing one child’s work.

YEARS 2/3

Teachers agreed that children enjoy sharing their work, (when anyone can be chosen and that person is random), and their self esteem is raised when good points are identified.  As a result, children are now more willing to share their work.

Children’s self-assessment is now more focused and they are challenging themselves to improve.

Modelling mid - way in a lesson using children’s examples informs children about how to make improvements, so children are then enabled to edit and improve.

This technique improves the rate of progress within lessons, which is very motivating for children.

One teacher found that analysing one child’s work in DT had led to the quality of work at all levels improving.  

YEARS 4/5

Teachers agreed that the impact of this technique was that there was an enthusiastic ‘buzz’.  Children feel ‘special’ when their work is analysed.  This technique allows for plenaries throughout a lesson so children have instant feedback reflecting the success criteria.

Children get an overview of what is expected and become more critical of their work.  One anomaly noticed was that children can sometimes ‘overdo’ certain aspects of writing (e.g. too many adjectives) but after one child’s analysis will make their work more appropriate.

Overall, work is of higher quality as a result of the technique.

Children find identifying success easier than making improvements but this is improving all the time.

YEARS 5/6

Children enjoy looking for successes in someone’s work.  It is useful to have the opportunity to look back at the success criteria.

Some children don’t like being stopped mid-flow (importance of not using this technique for all, writing, only those skill - building shorter pieces, or when a teacher judges it to be useful rather then interrupting)

One teacher had visually impaired children for the first time seeing good examples of handwriting because of the use of a visualiser.

Children are now more focused on their targets and more reflective about their work.

SECONDARY

An ICT teacher found that students amended their work as soon as one person’s work was analysed.  They can’t stop themselves editing and reworking.

A drama teacher used the ‘spotlighting’ strategy for the class analysing one person’s performance. A geography teacher found that getting the children to swap work and use the success and improvement strategy worked well.

Special school teachers found that children had great difficulty analysing.

An English teacher found that using this technique had led to higher quality radio broadcasts than she had ever had before with that year group.

3. Further Developments of techniques from Day 2

FOUNDATION STAGE/Y1

The teachers had found it helpful to share ideas with other colleagues and to see how formative assessment progresses.  They felt they had taken a step back and reflected on their practice.

YEARS 2/3

Children were using learning logs, understanding how to be a better learner.

Questioning has improved: children’s answers are more ‘in depth’.

Reading comprehension skills have improved, with higher order skills now being used.

YEARS 4/5

Separating the context has led to teachers being absolutely sure about what they want children to learn.

YEAR 5/6

Teachers are finding effective questioning comes more easily.

The quality of talk within talk partners is greater now that they are well established.

Peer assessment has really been worked on. In the past the popular children got the most praise, but empathy has improved and children are forging effective working relationships with each other.

SECONDARY

Teachers and pupils are now less confused about separating learning objectives from the context.  Learning is more focused and much has been demystified.

Teachers are now modelling how to use questions to extend thinking.

There has been a quality impact on oral and written communication.

Lessons now have better pace.

4. Developing a learning culture

FOUNDATION STAGE/Y1

Talking partners were now working well in older classes.  There was an ‘I can’ culture developing and pupils and teachers were sharing ideas and thoughts.  Teachers had developed confidence in their own beliefs.

YEARS 2/3

Classes are now more ‘child centred’.  There is no right or wrong way and we are all learning together.

Success criteria have given children a better reference for their learning. 

Teachers are no longer streaming, which has led to more confident, motivated children.  Teacher assistants are not dominant so children are now more independent.

Children are learning more from each other.  Children love the changes and parents are very positive.

YEARS 4/5

Children can now give constructive feedback to each other about their work.

Children are focused on their own learning and have developed independent learning skills.

Children see themselves as an important part of the learning environment.  They see each other as supporters.

Speaking and listening has improved.

There are improved relationships in the class.

YEAR 5/6

There is now greater empathy and maturity.

The language of learning has improved.

Classes now have ‘more than one teacher’.

There is less fear of failure and children have a pride in themselves, their learning and their achievements. 

There is more risk taking and all pupils actively participate as opposed to the previous ‘hands up’ competition.

SECONDARY

Teachers have moved from ‘teacher-led, safe with the big picture in the teacher’s head’ to ‘collaborative, active, risk taking with the big picture shared.’

As the teacher becomes more comfortable taking risks, so does the pupil.

There is a positive atmosphere, with improved pupil relationships and a celebration of effort.