German, French, Dutch, Maths
Starter questions had meant all students were involved at the start of a lesson. On the move feedback meant that there were fewer questions and students can help each other.
Talk partners give peer feedback to each other which has improved their learning.
Mid lesson learning stops with one student’s work displayed led students to see how they could improve.
Cooperative feedback involves all students talking about the task.
Economics, Religious Studies, Philosophy, Basic Education
Starting with learning intentions clarifies expectations and the focus needed.
Prior knowledge questions have made students more focused.
On the move feedback gives students more individual attention, fewer misunderstandings, more focus. Students are on track.
Peer feedback has meant less workload for teachers.
Art, History, Social Studies, Philosophy
Starter questions have enabled the teacher to see who understands what the lesson will be about.
Exit tickets show you what they’ve learnt.
Cooperative feedback and peer feedback mid lesson has given students a chance to understand something more easily and have a chance to amend it.
Two teachers get students to decide grades for work collectively.
On the move feedback means teachers have been able to correct student’s as they are working so that they can instantly improve. They know they you will be checking as you walk around so they are more focused and serious about their work.
Starter questions such as odd one out, statement and mistakes led to more talk, more confidence to listen and share. Students like this. Mistakes are easier to monitor as you eavesdrop on their conversations.
On the move feedback led to students thinking more about mistakes, they are feeling more confident and are not stuck for very long.
Mid lesson learning stops were successful.
Cooperative feedback has led to students helping each other to improve and has made them more motivated to make their first draft as good as possible.
There is less work after lessons for the teacher to do.
I set writing assignments of 10 lines with the success criteria already known. Five other students each look at each piece of writing and give feedback each time, digitally or on paper. Sometimes, students are given a specific focus for their feedback, such as Student A looks at spelling, Student B looks at grammar, C at verb tenses etc. This can be followed up with moderation, students discussing the feedback and coming to a consensus of the final feedback.
A mid lesson learning stop displaying a beautiful mistake on my class board of a biological drawing led to much better drawing by the students.
Styn Hesselink – Twents Carmel College