Teachers had introduced mid lesson learning stops via the visualiser. Analysing one child’s work for best bits and improvements had increased confidence and given instant feedback.
Referring back to success criteria with a learning partner had developed skills and encouraged children to magpie ideas.
Good quality examples had been shown to discuss excellence.
‘Pavement shows’ had also been introduced, where children walk around the room looking at everyone’s work (displayed on desks) identifying excellence and different interpretations of a task. They then stand by the one they like. Children are chosen randomly to share why they like the one they are standing by. Children have become sensitive and respectful to one another as a result.
On teacher described how he no longer sticks to ability grouping but leads a focus group when necessary. Often the teacher roams while the TA focuses. Misconceptions can then be corrected within the course of a lesson.
It was thought that verbal feedback is more effective than written as the feedback is quicker and creates a better work/life balance for the teacher.
Mid lesson learning stops with a visualiser had modelled the improvement process effectively.
One teacher had shown different work at different levels from previous years under the visualiser. Lots of talk had ensued about what was good and how it could have been improved. Children can generate their own success criteria through this process, they magpie good bits and they gain confidence by knowing that a child of their age has produced a good example, rather than an adult. During peer assessment a talk partner might suggest that their partner’s work is one to be kept for the ‘good one’ bank for next year’s class. Published authors had also had their work shown and one teacher had a competition for each child to see if they could improve on last year’s work. Editing work becomes less threatening and the message is clear that everyone can improve their work.
Another teacher has ‘WISO!’ (what I’m showing off). A child picks from the criteria generated, one which they want to show off, which they believe they have done well. This gives a real focus during peer assessment.
One teacher asked children to tick off success criteria and set their own targets accordingly. Children enjoyed being in teacher role.
Talking through number strategies had been the most effective method of helping children to improve.
Good and bad examples of masks (art) from another class had been very effectively discussed, asking for improvements.
The strategies had increased confidence and quality and had become embedded and often transferred to other subjects.
Teachers had shown excellent pieces of work at the beginning of the lesson, to discuss what excellence looks like. Children could see the expectations and can generate success criteria.
The use of mid lesson learning stops with a visualiser had led to higher quality work.
A site called ‘testbase’ had been used to look at effective writing. Children acting as markers become more aware of the criteria.
Photocopies of children’s work were given out at beginnings of lessons for them to uplevel at the beginning of the lesson.
Teachers said found the good peer marking needed lots of modelling. Children focused on spelling, grammar etc. and had to be trained to focus on the success criteria. However, child led discussions are powerful and had led to them being able to articulate what good writing is.
One teacher talked about ‘hot’ and ‘cold’ sentences and ‘warm’ where not much needed to change.
Brighton and Hove
Teachers had shown good and better writing, asking what made it even better and generating success criteria. When average work was shown children were asked what made it good and how could they make it better.
The term PEE had been used: make a point, find the evidence, explain how the evidence supports the point.
Peer assessment had been organised by some teachers as green (celebrate), orange (need to develop). The teacher marks with green and orange pens. Children also highlight with these colours. At the end of each writing or maths lesson each child writes a short sentence on how they found the lesson/what they thought they had achieved.
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