Teachers had modelled excellence for playing, constructing and art work such as colour mixing etc. They had also encouraged children to share each other’s work during phonics, asking what was good. In one PE lesson, the teacher asked half the class to watch the other half and comment on where they saw excellence. Another teacher took photos of child initiated play and asked children for their comments.
One teacher with a Y1 class told them that after 5 minutes one child’s work would be randomly chosen to go under the visualiser. The child chosen had nothing on his whiteboard and was embarrassed. Now all the children get straight down to work….
The impact of describing excellence and giving feedback has been greater pupil pride, more motivation as they all want their work shown, quicker focus and pace and sharing of excellence leading to higher quality.
One teacher showed children their previous year’s work which helped them see what they were capable of.
Another teacher modelled poor balancing and jumping on the apparatus and asked children to comment. She then demonstrated the right way. All children then tried much harder and made an effort to improve.
One teacher invented a ‘wizard writer’ who leaves a good piece of writing for all to look at together. This has excited children as they get to wear the wizard costume if they are picked. Their work is displayed and all discuss it.
One teacher videoed himself reading a story to the class and played it back to illustrate good and bad listening.
One school gives a traffic light for effort, presentation and target to enable a dialogue to take place.
Another school uses pictorial marking in Literacy. Some children have their feedback recorded onto a ‘talking tin’ (Amazon: 6 for £26) for which they press a button to hear the teacher talking to them. Children get immediate feedback and know their next steps.
Teachers have also asked children to peer assess against success criteria, picking out their partner’s best bit and saying why they chose it. This has raised confidence. Peer praise seems more sought after than teacher praise.
Teachers had shown 2 different examples of art work to discuss quality. The resulting quality of work is higher than before and skills are developed.
Another teacher has non-negotiables during writing, which children look for evidence of. This has also raised the quality.
During long writing tasks (over several days) the quality can be improved by improving the writing as it is in progress. Showing a good one at the start had a bigger impact on higher achievers in one class than lower achievers. Generally, showing excellent work at the start improves the quality. Children are more motivated and enthusiastic about their tasks.
Borrowing work form an adjoining Y1 class had been very useful to show anonymous excellent and not so good work at the start of a lesson for analysis.
Brighton and Hove
Some teachers had shown children 3 different examples and used talk partners to discuss what the success criteria. Children were able to see exactly what they needed to do to achieve so standards rose. Children proudly bring their work to the teacher and are now self-correcting (‘Oh, I forgot capital letters’).
Even very young children have been able to say what they have forgotten and how they are going to improve when someone’s work has been shared.
Brighton & Hove
Suzanne Morgan | firstname.lastname@example.org
Ellesmere Port, Cheshire
Anne Vickers | email@example.com
Paul Wilson | firstname.lastname@example.org
Amy Parry | email@example.com