Three teachers had normalised error.
One teacher purposely modelled a calculation using the bar model and deliberately put in a mistake. He waited for someone to spot it and one voice eventually said it was wrong. He repeated the method while the child articulated what was wrong. Children talked to their talk partner about the correct method. This led to the conclusion that errors can be made by everyone. This raised self-efficacy for students with low self-efficacy and is now common practice.
Lower achievers have better access to more complex challenges. Children have confidence to approach things they normally wouldn’t.
Normalising error has led to children not being afraid to tackle perceived biases or inaccuracies in oracy. They are not afraid to challenge.
All teachers had normalised error across the curriculum, expanding misconceptions and careless mistakes. This has had a huge impact. Children are more willing to give things a go. They use talk partners for support.
Using work with mistakes from a parallel class had the same impact. There was a buzz and a more positive atmosphere. Children are also more likely to check their work.
All teachers had used the visualiser to show mistakes, which they unpicked together, ending with a positive thank you for improving it.
Two teachers described in the moment marking in which errors can be picked up immediately and sometimes discussed as a class. The quality of children’s English is improving.
Rewards had been removed except for whole class housepoints and certificates for every child. Children get recognition for applying a skill. They knew that before it wasn’t fair.
One school has 3 children put into the Golden Book each week and they know they will all go in there. Children asked if they could decide the reasons for the chosen 3 while those children go outside the room. These reasons then become a surprise for that child in assembly. This has been very positive and children are really engaged with the process. Their thinking has developed from ‘he worked hard’ to more specific examples.
One school had rewards removed across the school. Some teachers were not keen at first but saw that there was no negative impact. Children are not fazed and teachers were much keener at the second staff meeting. In this school the behaviour policy is being redrawn so that SEND children can follow the same ideology.
One school has ‘proud pieces’ which children pick and it makes a permanent display in the classroom – one piece for every child. Children feel positive about this recognition.
Three teachers said that housepoints were removed last year. Children don’t miss them, parents less accepting.
All teachers taught mixed ability. Ability grouping is in place for maths in two schools and in another two schools for Y6 maths, but the long term plan is to phase these out.
All teachers had introduced PETI and found that children like to use these words instead of help. They are good at picking out what it is they need and what they have achieved.
During a residential trip with my Y6 class I was attempting to surf for the first time ever. One of the boys, who had mastered it, could see I was clearly struggling. He came over and said ‘Mrs. Shaw, you just need a bit more practise and input. Let me help you.’ I did end up staying on my board for longer!
Selina Shaw – Blackbrook Primary
I presented the PETI poster (practise, effort, time, input) which was discussed and used during a Jigsaw lesson.
Children were asked to reflect what they want to be when they are older. PETI was used in a graffiti poster, including learning powers: all contributing to how children will be able to meet their goals.
Y5 teacher – Blackbrook Primary
Learning powers were already in place in most schools but the language around them has improved.