Age 7-9: Y3/4 (2/3 Grade US) 2016 Feedback from Day 3

HERTS

One teacher had introduced the learning zones as parts of a fried egg – black for the frazzled edge (panic zone), wobbly white (learning zone) and yummy yolk (comfort zone).  Children using these were more able to talk about how they felt about their learning.  They had become more independent and are learning what to do if the work isn’t at the correct level for them.  Children are now less likely to ask for help to avoid having to do the work themselves.

Instant feedback and marking during the lesson (ERM – enrichment, reinforcement, misconception) was the norm.  This cut down marking time and fed into next day’s planning.

Visualiser stops, with children’s work picked randomly although sometimes selective to benefit the whole class, had made children more reflective.  Visualiser stops refocus children.

Cooperative paired discussions had worked better with some pairings than others.

Walkabouts had been introduced and both adults and children had to learn to wait before seeking support or supporting.  The walkabout had to be 3 minutes initially.  Children became less reliant on adult support and have more confidence to continue without adult reassurance or help.  Strategies were developed such as ‘be still’ etc.

Exit cards were an eye opener, because assumptions were made in lessons which were then contradicted.  Tis informed planning, often a focus group or 1-1 the next day.

Mid lesson learning stops took place in which a child reads out loud their work. They share what is successful and know ways to improve.

GLOUCESTER

Visualisers were used to model and give feedback.  This has much improved children’s ability to give feedback.  They are not quite as good at spotting their own mistakes!

Placing one book on top of the other made it clearer and less distracting. Children can find elements of the success criteria in their writing but have to say how well they’ve done this.

Random partners had been used for peer marking.  Even with the range of attainment this works effectively because the explanation benefits high achievers.

Teachers were having higher quality feedback on one paragraph rather than a whole page which becomes unmanageable.

ROSS, CALIFORNIA

One teacher asked students to switch their math papers and then came up to the document camera to explain what they thought went well.  Students were asked to convince their partner if they had different answers.

Sometimes partners coming up to the document camera together was better.