Availability of visualisers has been an issue for some teachers. Children generally find it easy to say what is good but need to revisit success criteria for improvements. Visualiser stops were used in some settings for relevant groups or at ends of sessions and also at the start to generate success criteria. These had increased talk and provided teachers with current understanding. Generating the success criteria had increased clarity in how to achieve the learning objective.
Cooperative improvement had been done verbally in F2 and Y1 and children had changed from swapping work to looking at one child’s work together. More constructive feedback had been given with the author still in control.
Different coloured pens had been used which made the improvements visible and there had been some excitement at improving their work with a special pen.
Peter Hardwick | email@example.com