Teachers had developed mini plenaries which had enabled children to see quality and edit their own work. Teachers had modelled to children how to, improve their work and in one class the teacher works as part of a trio to help children improve, moving from one to another. Children are motivated by this and their ability to peer – assess increases.
Children enjoy analysing pupil work.
In one class the teacher does the task at the same time as the children. Children love the fact that she is also improving her work at the same time as them.
One teacher showed the class a Y6 piece of work (biography) and asked if they could improve it. The Y3 children magpied the start from the Y6 work but after that did not copy, but were inspired.
Another teacher showed an incomplete invitation at the start of a lesson which led to children creating the success criteria. They stated that there needed to be a date and time etc.
One teacher wrote a letter from the ‘BBC’ inviting the class to write play scripts. A whole week was spent on this with great enthusiasm. Children were shown each other’s work and encouraged to steal openers. They were engaged and excited and used language that they had previously not used.
Teachers who now had mid lesson learning stops chose children randomly to put their work so far under the visualiser. They liked LIB (Your learning is improving by….) and TIL (to improve your learning…success criteria follow).
Children are more aware of success criteria, they love the process and lessons are paceier.
Visualisers had been used for mid lesson stops with positive results, children wanting to share their work.
Using old examples of work to generate success criteria also helped children identify what makes excellence.
Choosing children randomly to share their work was important to make all children feel included and equal.
In one class children self assess against success criteria previously generated by the class at the start of a unit. They can set their own targets and recognise their successes and where they need to go next, staying focused on the success criteria.
Children like the security of having generated the success criteria and knowing what is expected of them.
Brighton and Hove
One teacher had noticed that when the comparing excellent with not so good products was NOT used at the beginning of a lesson, the finished product quality goes down. Children love to magpie ideas and words.
Using the visualiser for mid lesson learning stops where they discuss their work had helped children recognise how to improve.
Showing excellent and not so good work for analysis had worked particularly well in numeracy, one teacher found. The examples she had used were ordering a range of numbers and chunking. Children could identify their own difficulties and see their gaps.
One teacher had shown the children a range of different sentences, good and bad. This led to children being able to build up success criteria and what makes a good sentence.
Tickled pink and green for growth had been used effectively for success and improvement markers.
In Literacy teachers felt that self assessment and peer assessment needed a lot of training. The visualiser was an effective toll for getting children to enthusiastically comment on each other’s work.
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