Midlothian (includes secondary)
All teachers used the visualiser for on the spot feedback and misconceptions and were gathering good examples to help co-construct success criteria.
They were all starting walkabouts at the beginning of lessons to highlight any misconceptions and deal with them straight away.
Post lesson feedback consisted of peer assessment for one teacher, which had given children more ownership and use of different coloured pens to make improvements. Children are engaging with the feedback and acting on it.
Special needs setting
Teachers were using visual self-assessment tools. Children move smiley or sad face emojis on to the appropriate boxes. This is used to discuss and refocus ‘How can you make this better?’
They were also using photographs of success so that children can identify with their actions and relate to what successful completion of the task looks like. Children are able to complete tasks more independently and have greeter engagement, confident and self-esteem.
One teacher has a back catalogue of previous good examples from prior classes. Children love to see this work and it sets the bar as they know it comes from real people. Children are engaged and those who lack aspiration realise that they have the potential to achieve at higher levels.
Teachers being actively involved on the move during lessons means they can spot misconceptions that may be common to all, so mini plenaries can address these immediately. There are now fewer repeated mistakes across the cohort as the teacher picks up a misconception in class and addresses it early through a pit stop to avoid others following suit.
Peer feedback is much more specific now they have clear success criteria to refer to.
North Wales 1
All teachers had cut marking and focused on in lesson feedback. Children know what to improve during the lesson, in the moment.
Maths books are self-marked by children.
Two teachers use codes for marking which children used to self and peer evaluate.
Four teachers use highlighters pink and green on the move but the children don’t always know what to do to improve.
Books taken home by the teacher are checked for planning – deciding who to talk to the next day if there wasn’t a chance to see them in the lesson.
North Wales 2
Oral feedback stamps were used in several classrooms which children write next to. The feedback is given orally and the child has to write that by the stamp. The children then make the changes immediately.
Teachers used highlighter pens linked to success criteria to give on the move feedback which again gives children knowledge of where to improve or correct. Marking while on the move helps children to evaluate their learning. That could be just a pointer to ask the child to look again at something.
Visualiser stops are powerful: a random child’s work is projected and analysed with immediate impact on the class.
Peer assessment working together to improve each other’s work has been very effective.
Children self-assess, no longer being passive learners.
“I write the mistakes I see on a large sheet as I’m on the move around the classroom. I then write the corrected mistake on the sheet next to the mistake. This has an instant effect – other children look at their own work and correct straight away if they see they have done the same thing.
“I use a different sheet for different subjects. When the sheet is full it is hung on the learning wall and children reflect and revise constantly.”
Meirion Llywelyn — Ysgol yr Hendre
Post-lesson feedback has been reduced as teachers now do all feedback within the lesson.