2013 Age 7-9: Y3/4 (2/3 Grade US) Feedback from Day 3

Kettle Moraine School District, Wisconsin

It had been most effective to share student work under the document camera after a mini lesson. This restated the mini lesson learning objective from a student perspective.

Using a student as an expert example has led to students being proud to help others.

Revising and editing against the success criteria cooperatively has worked well. Students know the expectations because of the success criteria.

Tunbridge Wells, Kent

The visualiser was used throughout lessons to share good practice and make improvements.

Children are desperate to have their work under the visualiser. It is important to give children time to read each other’s work aloud before any cooperative discussion. ‘Say it before you write it’ had also been very successful.

The power of pink and green, given time to make improvements and have a dialogue was recognised.

Magpie books had encouraged children to take pride in their work.

Teachers were also asking children to draw a line under the work after a visualiser stop, so the impact could be seen in their work.

Leaving the left side pages blank had given room for comments, corrections and improvements. There was concern about the wasted paper.

Kentucky (maths only)

Two teachers had introduced mid-lesson learning stops showing student work at the document camera. This had improved the learning culture and created a risk-free environment.

Some teachers had introduced gallery walk and ‘2 goods and a would’ comments on children’s work from teachers and peers. Children have changed the way they think about peer feedback and are able to self-assess more accurately.

Using mid-lesson learning stops had led to less reteaching and more meaningful feedback. Students make changes during the process rather than after. Before teachers had assigned an open response first then the class looked at or wrote a good example. Now we look at an example first then work to produce good work and stop throughout to make sure we are getting there. Children are less likely to make mistakes.

Co-operative success and improvement at first was difficult for the children but the success criteria give the lower achievers a starting point when they are providing feedback to help other’s thinking.

The highlighted success and improvement shad encouraged children to write better explanations.

Ends of lessons feedback

Post it notes had been used for students to say what had gone wrong on a sample calculation. It was easier for children to find other people’s mistakes than their own.

One teacher had given children multiple choice questions with the answers given by 4 children, asking them to explain why 3 children had all picked a certain item. They had to look carefully at the answers and justify or change their own thinking.

Kettle Moraine School District, Wisconsin, USA

Patricia Deklotz | deklotsp@kmsd.edu

Kentucky, USA

Kim Zeidler | kim.zeidler@uky.edu

Tunbridge Wells, Kent, UK

Mel Shackleton | headteacher@st-james-infant.kent.sch.uk