Verbal feedback during lessons included pit stops using the visualiser. All staff are giving feedback throughout a lesson. Children are self-marking and becoming more independent and empathetic to others. They are asked to share two things they are proud of with their partner.
Traffic light fans are used for children to show when they need feedback. Teachers are on the move giving feedback against the success criteria and prompting children to improve their work.
Children know what is expected of them and teachers are in more control.
Three teachers had used the visualiser mid lesson, particularly in English lessons. Children’s work was randomly chosen then the author picks their proudest thing. Presentation has improved as knowing it might be shown makes them take more care. The quality of writing has improved. Children can magpie ideas and correct work straight away even if it’s just underlining the date.
Cooperative feedback between peers, modelled first, has given children the language to start sentences, for instance ‘I like the way you…’. These sentence steams are displayed and have been really effective. Children have respect for each other’s work and are making improvements to their work. Children enjoy giving feedback to each other. The class culture has improved – they are a class of mini teachers! Children are saying things about each other’s work and their own that they never would have 6 months ago, with increased specificity.
“I used Austin’s butterfly at the end of the year with my old class. They had already had growth mindset lessons so were able to give good feedback to their partners.
I decided to use the drawing of the butterfly at the start of the year with my current class. Although during the activity they struggled to give feedback, they were able to see the importance of it. This has led on to the children using the visualiser each day to assess work. They have become even better at giving feedback after 9 weeks than the previous class were at the end of last year.
I will finish the year by repeating Austin’s Butterfly to see the improvement and they will be able to see their progress”. Lee Frost Swaffham Primary School.
“Teachers use dot marking (dot in the margin to indicate an error on that line), next lesson symbols for maths common errors and sometimes exit cards. With these techniques there is instant response with no explanation needed as children know what they need to do”.