CARDIFF
Most teachers had used visualisers to display work and spot mistakes. Children were able to identify how to improve.
Most teachers had trialled cooperative peer marking, having watched ‘Austin’ Butterfly’ on YouTube. Children were able to take ownership and respond specifically, improving their work.
One teacher had experimented with the SOLO taxonomy and had used it for children to choose their level of challenge.
Marking codes had made marking quicker and children understood, so there was less written feedback.
Three teachers had introduced 1-1 conference marking sessions on ‘Feedback Friday’. This has allowed high quality review. The impact has been to deepen children’s thinking and probe their understanding.
NORWICH
Most teachers were using visualisers, taking photos with them, modelling processes. Children are engaged.
Mid lesson learning stops, sharing work, led to children magpieing from each other and more sharing of ideas.
Marvellous mistakes were used in children’s work to address misconceptions. They realise that mistakes help us learn and are open to addressing mistakes.
In place of rewards teachers are using the success criteria as pointers to success.
Using good and bad examples of previous class’s work sets the bar. Children can relate to another child’s work better than a teacher’s version.
Anecdote
I use concrete examples (great with 3D) to use under the visualiser. The one time recently memorable is when a generally grumpy Year 1 child modelled subtraction to the class using the visualiser and cubes. I went to the back of the class and let him get on with it. It was great. The class was totally engaged and this small boy left the activity like a giant – he was so proud! Lynn Woodward-Blake Great Witchingham CE Primary Academy.