Taunton
All teachers were doing on the move marking pen in hand. Marking had been reduced, children had instant feedback, misconceptions were highlighted immediately and support staff now know children better.
One teacher marks the first two questions for everyone first in maths so that she can identify a small group to work with. This means more children can be seen at once rather than going from child to child.
Two teachers created an assessment whole class grid at the end of the lesson. This aids planning and reduces marking. Whole class misconceptions and good examples can be shared.
Three teachers had modelled cooperative feedback which showed children how to edit.
Middlesbrough
All teachers were now on the move giving feedback, involving TAs too. This has reduced marking post lesson for maths and English. Children are able to edit their work immediately. Common mistakes can be identified leading to mini pit stops.
Airplay had been used for projecting children ‘s work for analsyis, celebrating mistakes which had helped children with similar errors.
All had trialled cooperative feedback. Children need training and have the process modelled. So far it has reduced marking, helped them to edit and given them more independence.
Three teachers were having 1-1 conferences with children although organisation is a difficulty. This is particularly useful for discussing children’s writing.
Post lesson feedback for the whole class informed their next step. DIRT (direct instruction and reflection time) was taking place in two schools which children sign themselves up for – either 1-1 or small groups. Children are taking more responsibility for their own progression.
Wandsworth
A child in my class spelt the word ‘which’ incorrectly in her writing and I tried many post lesson strategies to support her but was not 100% successful. I then changed to in-lesson marking and spotted the incorrect spelling and circled it and whispered ‘What can you do to check this spelling?’. The child responded ‘I can get a spelling mat’. The spelling was then self-corrected by the child and correctly written thereafter in her writing and the child now has an independent strategy.
Priana Gosai – Penwortham Primary School
All teachers had introduced visualiser stops in lessons, focusing on what was good and how they could improve. One teacher stopped the children after they had written 3 sentences before projecting one, then after the class discussion all partners created the 4th sentence together. Children are now aware of next steps. The process scaffolds improvements for them and allows for an assessment opportunity. The only possible problem is if two lower achievers are randomly pared and find it hard to create the 4th sentence.
The visualiser stop was used also in other subjects.
On the move marking had been used in English, giving instant feedback, with children correcting as they go with their editing pen.
All teachers had activated children to cooperatively feedback. This saves time, creates instant corrections, helps children learn from each other and fosters a good learning culture. Teachers can ask children to share best bits of their partner’s writing with the class.
Teachers were now keeping marking brief by using symbols which children understand well.
All teachers had also introduced marking conferences 1-1 over time. This was organised by one child being asked to talk to the teacher while the others were engaged in a task. This was high quality feedback, tailored to the individual child so had significant impact on children’s writing and confidence.