All teachers had used prior knowledge starters as low stakes quizzes or question templates. They had also used 3 key questions to tell their partner what they knew. This not only helped develop concepts in long term memory but also gave information to the teacher who could then modify planning.
On the move feedback, carried out by all teachers, had forced SEND children to be independent. IT had led to less teacher talk and improved individual attainment, because feedback is targeted, immediate and individualised. Children can act on the feedback immediately. On the move feedback informs pit stops and visualiser moments.
TAs felt more empowered and less velcro’d to SEND children.
The impact on marking and post lesson feedback has been that it is greatly reduced. Rather than writing any comments, a sticky note in their book meaning they are an early priority for the next lessons on the move feedback was a successful strategy used by one school.
Mistakes are being more celebrated and valued by children.
Mid lesson learning stops had allowed children to talk through their mistakes and increased confidence in making mistakes. They see how vital mistakes are in the learning process and learning is deepened.
Setting the expectation with my class that I will work my way around the class has helped some of my SEND children to become more independent in their learning. One autistic child found it extremely difficult to begin and complete tasks without an adult. He now accepts that the adults in the class are there to help all of the children and this has helped him to develop independence and confidence without an adult.
Children have been revisiting the prior learning questions from the topic each lesson so that they recap and build on prior learning. Teachers had improved the frequency of retrieval and repetition. It was felt that this needed to be developed for impact over time to make knowledge stick.
On the move feedback was sometimes hard if the teacher was supporting a group, but all teachers saw the value.
Mid lesson visualiser stops were a live editing tool. This has worked really well to help up level a piece of writing. They were also used to model maths procedures. One teacher had placed the class story book under the visualiser which was really effective for enabling children to enjoy the text and illustrations.
Most teachers did on the move feedback, but were already doing this. It allows you to identify misconceptions quickly but can be hard to spend enough time with individuals. Children have higher self-efficacy as there is continual recognition of their learning. One teacher with 2 TAs was able to get to every child. One teacher assesses as she goes around but only writes down names of those who did not achieve (assessment by omission).
Mid lesson learning stops had built confidence and reinforced celebrating marvellous mistakes. It was a quicker way to move learning on and gave children opportunities to magpie from others. Teachers agreed that it was a high impact strategy, stopping 2 or 3 times during a lesson. In writing, children then deliberately magpie good writing etc. that have been shared under the visualiser.
Cooperative feedback was found to be more effective with trios as it led to a range of feedback.
Post lesson feedback
Prior knowledge questions had been used for topic lessons, maths and cold writes. Children recalled their knowledge, gained confidence and revisited learning. It gave a good starting point for learning.
On the move feedback allowed for instant dialogue between teacher and child and the teacher can act on any misconceptions immediately. Children are self-editing before the teacher gets to them.
In one teacher’s mid lesson learning stop one pupil’s innovative presentation technique impacted the whole class. Different colours had been used to show evidence of the success criteria.
Using WAGOLLS and WABOLLs had impacted high and low achievers.
Cooperative feedback was used for writing.
Post lesson marking had been reduced with the immediate verbal feedback having a higher impact.