Thetford
All teachers used pink and green markers as a simple marking scheme.
Some teachers made a comment about a spotted error in a loud voice so that others would catch it, reducing repeating the feedback.
All teachers read children’s sentences out loud so that children hear and find their own mistakes. It was agreed that children still need SPAG corrections so difficult to fit in any other feedback about their writing.
A challenge was the mix of children who could work independently and those who needed support.
With my Year 2 class I modelled with a class TA how to carry out cooperative feedback. I initially found this had little impact. I showed them the video from Shirley Clarke’s website of Year 2 cooperative feedback and discussed what worked well from the video and what didn’t. I then noticed a big change in how the children worked with their talk partner to improve their work in a supportive and effective way. It has been wonderful to see!
Charlotte Render Y2
Teachers used the visualiser and a marvellous mistakes board for mid lesson learning stops. This gave feedback to everyone at once.