Age 7-9: Y3/4 (2/3 Grade US) 2018 Feedback from Day 3

Norwich

Teachers had changed their marking policies. One school had yay for yellow and think for pink with children responding in purple pen, but these colours are only used during the lesson, giving immediate feedback.  This has lessened teachers’ workload and is more effective feedback.

Looking at work under the visualiser had helped children learn how to self-assess and improve.

Midlothian

All teachers were referring back to success criteria throughout lessons across the curriculum via mid lesson stops.  There was instant feedback to act upon so impact is seen instantly.

One teacher was gathering feedback from children about the lesson at the end of the lesson to inform planning.  This has given children more ownership over learning and more support and challenge.

All teachers were using visualisers as a tool to give feedback throughout lessons.  This makes it very clear for children to see how they can improve and it is very engaging.

Post lesson – exit slips of what went well, even better if were used.

All teachers were trialling approaches to have peer and self-assessment in writing.  It needs training at this early stage.

The bullseye zones poster was used for self-assessment throughout lessons.  This provides a clear and instant visual to let the teacher know who needs more support or challenge.

Traffic light trays were used for quick self-assessment at the end of lessons.  Training is required to stop children putting their work in the wrong tray but it can give the teacher a quick way of seeing who still needs support or challenge.

One teacher was using purple polishing pencils for children to edit their own work. This had been effective.

“During my P3 class being covered while I was out of school, a discussion took place about learning.  One child said ‘Miss X doesn’t mark or look at our work.’  To me this showed that my feedback throughout lessons was embedded and the children were involved in the process but not fully realising what it was (e.g. it wasn’t overwhelming – they were able to act on the feedback immediately).

” They took the ‘chat’ about their learning as a dialogue between us without pressure.

” I gathered the class together to then explain that the ‘chat’ was feedback.  The children accepted this and it was as if the penny had dropped.”

North Wales 1

One school reported that they have a new feedback policy in their school which states that feedback should be in the moment and throughout the lesson.  Teachers are not required to spend hours marking books.  There is consistency throughout the school and teachers can now provide quality instant feedback which has had a significant impact.  Pupils can use it to make changes/improve and are therefore progressing throughout a lesson.

Four teachers are colour coding pink green and orange for achieved/developing and needs further work.  This is during lessons and is visual and clear for children.

All teachers were redrafting first then second attempt and leaving the left hand side of books blank.  This is helping children – giving them the space to instantly act on feedback to edit and improve.  It has become a natural part of teaching and learning.

All teachers used Google Classroom and HWB so that pupils can see the comments and feedback and edit their work instantly.  They understand that they are always improving and this is a significant aspect of being a good learner.

Post lesson feedback is now minimized. The message has got to parents, governors and staff.  Success criteria are highlighted to show what has been achieved and peer assessment is used in most classrooms.

North Wales 2

All teachers were giving on the move feedback followed by talk partner discussion then a stamp in the book and the child writes a comment.  This has led to better retention of the feedback.

All teachers had mid lesson learning stops in which mistakes were celebrated and success criteria rated.  The whole class gets to improve together and children really like looking at their work together with one book on top of the other, discussing their improvements

One teacher has 1-1 marking conferences in maths and all teachers said most feedback now happens during rather than after lessons.