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LEARNING TEAMS FINDINGS:
Day Three North Tyneside 30th October 2007
FOUNDATION STAGE/KS1 Teachers agreed that showing children 2 extremes worked better than work which was close in quality. Children were able to compare and say what had been done well and what could be done better. One teacher described a printing lesson in which they used apples. She created a poor printing picture and the nursery nurse did a beautiful picture. Children were shown the pieces and asked how they could help the teacher improve her work. They were able to talk about what was needed, which generated the success criteria. As they did their own work, they talked about the criteria and how they could make improvements. Children of all ages (3-5) were able to talk about how they were working. Most importantly, teachers said, children demonstrated a pride in their work, their self esteem was elevated and they achieved against their own criteria. The visual impact was noticeable-children could see what was required. Children are taking more pride and more care in their work. Very young children were at the first stages of this. YEAR 2 Children had more confidence because the two pieces enabled them to see what was expected. Success criteria were clearer. The impact has been that the quality of work is higher and the focus of the plenary has changed: where to next rather than showing best work. Children love looking at other children’s work. For this age the gap between the two pieces of work needs to be big, in order for the difference in quality to be identified. One teacher described a PE lesson in which she demonstrated a bad balance and a steady balance. Children had to say which was the best and why. The quality of their subsequent balances was better as a result. YEARS 3/4 Using this technique meant that children could recognise what made a good piece of work. They were also able to generate the success criteria by comparing what was the same and what was different. Children knew what was expected of them and now recognise that any piece of work can be improved but this is not failure. Children are now starting tasks at a higher level – they don’t make the initial usual mistakes. One teacher described how she had shown them a smudgy, poor charcoal drawing and a very good one. They could comment on what made one better than the other and why. This led to a huge improvement compared to last year’s drawings for the same lesson. YEAR 5/6 At first children wanted to know whose work they were being shown, but as this became a regular feature of lessons, they lost their interest in the originator. Teachers have often created their own examples, to ensure that the success criteria are demonstrated. Examples from parallel classes had also been used. This technique has impacted positively on the quality of peer evaluations as children are now skilled at evaluating the quality of success criteria, not merely their inclusion. Children are naturally critically analysing work. One teacher described how one child brought in a published book of instructions which the class looked at and felt didn’t meet the success criteria for instructions well enough. ‘You’ was used continually in the instructions, which they thought unnecessary, and they made suggestions as to how the instructions could be improved. There is now great improvement at self editing as a result of this technique. They are now more likely to read aloud and redraft their work.
YEAR 6/KS3/KS4 Secondary teachers have found this approach very useful for student’s course work, as they now know what they need to include to be successful. Sometimes the mechanics of writing hold back the higher achieving verbal pupils who can talk about what makes a piece of writing successful but don’t then produce what is expected. Higher achievers were able to work with two pieces which showed subtle differences, whereas lower achievers needed to see two pieces which showed a stark contrast. This technique has led to students being more self-directed, less needy and more able to attain a higher level more quickly. One teacher described how a KS4 student was concerned about his lack of quantity, but, when he compared his work with the best piece he could see that his own work met the success criteria and at least matched the quality, despite his anxieties about length.
2. On-the-spot modelling of ‘Success & Improvement’ during the lesson (‘Integrated feedback’) FOUNDATION STAGE/KS1 Teachers found this difficult to do with very young children and found it easier to work with children in groups. Year 2 were able to do success and improvement as a whole class, however. Teachers found it easier to revisit in the next lesson with other children, rather than stopping in the middle of the lesson. The quality of writing has improved with Year 2, but in the foundation stage the children could only say the best piece was ‘nice’. YEAR 2 Because of the lack of technology, the work chosen to work on could not be random, so a child was chosen to do their work on the whiteboard and then their work used as the basis for discussion, half way through the lesson. Children liked this and were not at all anxious about their work being shown in this way. In fact, they all wanted to have a turn. No child was upset over their work being criticised. Another strategy was to photocopy one child’s work half way through the lesson, and again all children wanted it to be their work. One school uses green for great and yellow for needs improvement. One teacher described how a child in September said ‘I can’t write’. He now sees himself as a writer and has the confidence to come up to the whiteboard to work (8 weeks development).
YEARS 3/4 Teachers again were challenged by the lack of technology, but one teacher had one piece of work enlarged to A3 when the TA was around. Another technique was to have a random pair work on the laptop throughout the lesson, so that their work could be projected. Children don’t go down the wrong route as they know what is expected and the quality of each element is better. Quality rather than quantity is produced. Teachers are continually refocusing the children on success criteria. The pace of lessons has increased and there is much peer assessment as children are more focused on success criteria. One child said ‘My work’s not as neat today, but it sounds better.’
YEAR 5/6 Teachers agreed that there is now nowhere for children to hide – they have talk partners, success criteria and continual self and peer assessment. This has led to a more collaborative classroom climate. The point was made that stopping the class doesn’t have to be half way through the lesson, but could be whenever you want to make a point. One teacher has a ‘flexi - cam’, which is cheaper than a visualiser but does the same job and sits on a table. This technique has led to a reduction in the number of children who typically follow the teacher around showing her their work, seeking constant reassurance. They know that there will be opportunities to put something right before the teacher sees the need for improvement. Some felt that this technique lends itself particularly to writing, art, DT and PE.
YEAR 6/KS3/KS4 Teachers felt that there had been a positive impact on the pace of the lessons, and students were kept on task. The short bursts are particularly good for keeping students on task and they want to improve their work immediately. The more teachers use this technique, the easier it gets and the greater the impact. This has also led to improved behaviour. Students are selected at random at the start and they work on the computer. One student who is very easily distracted was observed writing something during the class analysis of someone’s work. The teacher assumed she was writing a note to someone, but she was improving her work as a result of what was being discussed! She was able to see how to make her work better.
3. Further Developments of techniques from Day 2 FOUNDATION STAGE/KS1 Teachers felt that learning objectives and success criteria were now much more focused and skill based and were impacting on target setting and getting. There was more use of ‘I can’ statements in child speak. Talking partners had developed so that children were more focused on what to talk about. Talking partners was now being used in all subjects, also for social aspects, such as ‘walking partners’. Children’s self esteem and confidence improves immediately with these elements in place. YEAR 2 Children are now able to generate their own success criteria. Increased expectation has led to a higher level of achievement. There is now increased use of talking partners and children are more confident and more actively involved. Less confident children now contribute and children now know what to do when they are working independently. Improving teacher questioning has had a big impact on the start of lessons, and with different types of questions it is more interesting for children. Talking partners has been YEARS 3/4 Children can now transfer skills across subjects and success criteria are now more focused. Success criteria are now being kept as a resource, once generated, and used across subjects. They are seen as a helpline for all children to help them become self learners. The ratio of child to teacher talk in the classroom has changed – the children are doing more of the talking. Children are now more confident to put forward their ideas. All children are more tolerant of each other’s ideas and work. Questions are now more effective, so beginnings of lessons are more interactive and discussion is provoked. Children are using higher order thinking skills.
YEAR 5/6 Teachers now find they can ask children to suggest the context for their learning objectives. Topics are now more centred on the children’s interest and questions. They now lead topics. Success criteria involve all children and are generated in the first week of a unit of work. Overcoming resistance to random partners at the beginning of the year, when it is new to them is still a problem, but this disappears in time. Children offer support to each other.
YEAR 6/KS3/KS4 Children can now generate their own success criteria and want to have them. By the end of Y6 children can remember them and use them in the SATs. Success and improvement has refocused children and because the lesson is divided, children are refreshed and recharged, so they work harder. Using talking partners has led to a no hands up policy. Children respect each other and are well prepared for secondary school. Children have developed working relationships
4. Developing a learning culture
FOUNDATION STAGE/KS1 Rewards have been kept in place for social aspects only and there is now much more of an ‘I can do’ culture than before. Children are motivated, they want to learn and take responsibility for their work. Giving children extended thinking time has liberated teachers. YEAR 2 There are no longer any ‘put downs’ in the classroom and children are more tolerant and understanding. There is more learning rather than teaching and much more risk taking. Children are more supportive of each other – they will always look at something good first.
YEARS 3/4 There is a more positive working atmosphere. Children now feel that it doesn’t matter if they are wrong. Life long learners are being developed as children are now more involved in their own learning. YEAR 5/6 It is now possible to ‘pack more in’ as lessons are pacier. Teachers now have a clear picture of where children are and how to move them on. This knowledge is passed on to children, so they are clear about expectations. Children are more confident and motivated
YEAR 6/KS3/KS4 Students are more independent. Formative assessment is making them lifelong learners. Everyone’s mindset has changed, as we are all more active in our learning.
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