Thetford
All teachers used on the move feedback, with the first 10 minutes getting around every child to see that they were settled. Teachers now have better knowledge about how children are doing during the task and how they’re engaging. Teachers felt they were good at one the move feedback in English and maths but needed to get better at foundation subjects.
Two teachers ask TAs to walk around with a particular thing to spot. This means you are on the same team and children are clued in to expectations.
I use my LSA and we start straight away with on your feet marking. I just tell the children and the LSA what I am going to look for in their work. That helps me to deploy the LSA and children get appropriate feedback.
Sandra Bisset, Drake Primary School
On the move feedback moves on learning and makes children more confident with their self-editing. In science it allows for further questioning:
During science last half term we were focusing on states of matter. The task was to categorise the different objects into solids, liquids and gases. I was on the move when I came across a group that completed the task and could explain and justify their decision. I asked ‘What would you categorise toothpaste as?’ and this led to a constructive debate whereby children kept challenging each other’s responses and others joined in.
Mid lesson learning stops to share work has led to children addressing similar mistakes and Magpieing ideas from their peers. Children are more confident after a visualiser stop and it keeps them on track. Misconceptions can be addressed quickly.
We used the mid lesson visualiser stop to support a child who was struggling with writing. This child could tell us lots of great ideas but struggled with the craft of writing.
First we looked at what they had written and made sure to praise the ideas. We then worked on as a class to take the child’s ideas and write under the visualiser. At first I started writing, and as the child gained confidence, they wrote under the visualiser.
This gave the child confidence and also helped their peers to see how to turn ideas into writing.
Note: You do need to be sensitive about the children’s needs and how they might react. However, the more you do visualiser stops the more it becomes the norm.
Danielle, Drake Primary School
In art I did a mid-lesson stop. We were using different media for our still life drawings and I had spotted some great examples. So we stopped and discussed them. I then found that when I went round again I could see children Magpieing those ideas.
Cooperative feedback was a work in progress and was working well with higher achievers but was not yet embedded in the whole culture.
Cooperative feedback is starting to create a culture of challenge and self-improvement in my class. I love hearing children giving feedback in a constructive, kind and supportive way. I recently heard a boy doing his best impression of me while supporting someone else with their vocabulary choices.
Sam Baldwin, Wicklewood Primary School
One teacher encouraged children to say one positive and one improvement suggestion. This builds relationships and resilience to be able to receive feedback.
Since getting children to feedback with each other I have heard them using specific vocabulary and mimicking things I have said before (e.g. when children were giving feedback on shared writes, I heard discussions where people said ‘I can see you haven’t used the toolkit to show not tell. Instead of saying he was scared, maybe say his lip trembled, sweat dripped down his forehead. He froze!’
Scarlett Kirton, Drake Primary School