Kettle Moraine School District, Wisconsin
In writer’s workshop breaking the writing up into success criteria has made children more aware of what they are able to do as writers. Sometimes past children’s writing has been modelled. Children check their writing against the criteria, making notes in the margin. The quality of writing has improved and the feedback is more focused.
In math lessons, poor examples had been compared to good examples. This had really raised the level of work and stretched the children’s thinking. Expectations have been raised and competition has been removed.
Teachers are changing from teacher giving feedback to more self-feedback. Children are internalising the success criteria and taking more ownership of their learning.
Tunbridge Wells, Kent
The visualiser had been used mid-lesson. It had taken some children a while to realise that it’s OK to make a mistake so that others can learn from it. This has led to a huge improvement in writing. Children are asking for a visualiser stop during their writing – they get ideas from others.
Some children with dyslexia feel good because the content of their work is good. Children feel confident regardless of their achievement level because they are able to meet the success criteria regardless of their spelling. Children feel that it’s like being on TV. It’s a confidence boost.
The visualiser was also used for reading to the children so they could all follow the pages on screen. This has boosted confidence and taken the pressure off.
For written feedback teachers and children are using two coloured pens. Children are thinking teaches for positive comments and asking for help with certain things.
One teacher was starting to get children to write individualised success criteria, then share with their partner, so that misconceptions are fixed before they start.
I have created differentiated success criteria for literacy and found it really beneficial. They go for the bronze targets first then push themselves to go further. There is no limit! They love to feel they have achieved or added things they wouldn’t normally have.
Jenny Pratt, Claremont Primary School
A boy with low confidence in his ability has started to come out of his shell and realise his potential. Through simple techniques such as putting one book on top of the other when peer marking, he has less opportunity to sit and let his partner do the work and realises he can improve not only his own work but others as well – even those that before he would have felt were ‘cleverer’ than he is. Through this along with other formative assessment strategies he is becoming far more confident in his ability and more comfortable to share his opinion.
(demonstrating the power of feedback given by students to the teacher, a growth mindset and pupil power)
While conducting a formal observation of my student teachers, my proudest moment in my teaching career occurred. The student teacher explained to the children that they could generate equivalent fractions by multiplying or dividing the numerator and the denominator in the first fraction by the same number.
When she looked at an example backwards and showed the class instead of dividing from left to right you can multiply right to left, one of my class raised her hand and asked, ‘I don’t understand why you did it that way. I thought you said you had to go left to right.’
My student teacher was caught off guard that she had interrupted the lesson, when another child said ‘I think I know what she’s saying. Can I explain it?’ This prompted us to spontaneously address the misconception which led to deeper understanding for the children. As I looked at my classroom as a bit of an outsider for this lesson observation, I beamed with pride seeing my class take control of their learning.
Melanie Karney, Meade Memorial Elementary School (4th Grade)
Kettle Moraine School District, Wisconsin, USA
Patricia Deklotz | firstname.lastname@example.org
Kim Zeidler | email@example.com
Tunbridge Wells, Kent, UK
Mel Shackleton | firstname.lastname@example.org