Taunton
Three teachers were giving immediate feedback with target groups which seems best for very young children. Their memory is very limited so they seem to have forgotten any feedback by the next lesson.
Two teachers were using green highlighters for good and pink for think. The children really want to succeed.
Three teachers used visualiser stops and celebrated marvellous mistakes. This has had a very positive impact. Children are now more motivated and embracing mid-lesson learning stops. They are beginning to offer peer feedback and are reflecting on their own learning
One teacher had reception children with learning partners on the carpet.
Titles are still stuck in children’s books but they are now less wordy, giving more time to plan, resource and deliver.
Middlesbrough
Three teachers used learning partners to give feedback.
Reception teachers were moving around the different play areas giving feedback, moving their play on individually.
One Y1 teacher had set up the class tables in a horse shoe so that it was easier to walk around giving feedback.. Children can move into a middle table if they need extra support.
All teachers were marking in lessons so less time is spent on evening marking. Misconceptions are addressed there and then.
Visualiser stops were implemented by all. These refocus children on the success criteria and highlights misconceptions.
Three teachers had introduced helpful mistakes. One child said ‘That’s when things get interesting.’ The focus is things to look out for.
All teachers were training young children to talk to each other but they found it tricky to give specific feedback to each other. Using a piece of work the teacher has written to analyses trains children to look for mistakes.
Wandsworth
All teachers used Apple TV to hover over children’s work to project it onto the screen and check against the success criteria. Finding marvellous mistakes is enjoyed by the children as they understand that mistakes are a good part of learning. Children are reflecting within the lesson rather than after. This helps with editing as they can go straight into self-editing. There is a more relaxed environment, which has led to more resilience.
Three teachers said that when doing on the move feedback signposting children to look for mistakes or refer to success criteria is more effective than just saying it is wrong. Children have become more independent in checking their work.
Two teachers had removed rubbers from lessons and children are using purple pens to edit, so the change was from children responding to feedback to self-editing from the end of Year 1. Children are more independent. Teachers can see more progress throughout the year.
Modelling mistakes and how to edit has helped the issue of messy correction. Mistakes are normalised and everyone can see how mistakes are made. They have their editing eyes on all the time.
One teacher reads their work back to them so the children can hear their mistakes, which helps children identify them.
Two teachers manage to do 1-1 conferencing, reading through their work with them. As this is after the lesson they have to be able to read it. Children like the 1-1 and it makes them more independent. The feedback is personalised.
After on the move feedback teachers scan through the books to see any misconceptions and use post it tabs to mark the pages with those misconceptions. The next day any adult can go to a child and look straight at the tabbed pages.
One teacher uses the named lollysticks to ask an open question and that child has to whisper their answer to the teacher.
In my class are the ‘sticks of destiny’ named lollysticks. To finish lessons, children are given an open question with many answers and when their name is drawn they come and whisper their answer to me before going to get their coat for break. The children find this exit question fun and I then know if they have understood the concept and how to best support them.
Dai Reed – Earlsfield Primary