So far, several connected ingredients have been looked at in our sessions this term.
Expectations, vision and destination, clarity and engagament all combine to provide successful opportunites for great learning in the lesson, allied with our really knowing our students. So with this in place, how do we let students know where they are at, and what they need to do to really nail the lessons’ learning?
This is through the feedback we give, alowing the closing of the learning gap for the students. Katy presented this week on a key strategy that can be used to let this happen.
Peer assessment is a really easy way to make sure that students know the mark scheme and can apply it to a piece of work. Additionally, this enhances understanding through more independent work, challenging students to develop their understanding.
Through peer assessment,
-Deep learning can develop
-A clearer grasp of assessment criteria, and exam success can be instilled
-Feedback can be built into the lesson, from peers as well as teachers
-Reduced workload, without reducing progress.
So how can this be done?
Blue stickers and assessment sheets
-Set out a scaffolded sheet that supports the dialogue between students
-Plan for these opportunities during the lesson, and develop routines and learning environments that allow this to happen
-Provide structures and clear success criteria that take the students along the path of peer assessment. They can do it, but will need support along the way.
|Success Criteria to Help Others Improve|
|1.Below you will see a list of what needs to be in this piece of work2.Fill this sheet in while reading the other piece of work
3.Afterwards, you will have a chance to feedback to the other person
4.Both people should decide upon the improvements to make next time
|The criteria are as follows. Depending on the amount of “yes” boxes ticked below.6 ticks = 6c 1 tick = 4b
5 ticks = 5a 0 ticks = /
4 ticks = 5b
3 ticks = 5c
2 ticks = 4a
|Does the work have the following?||Yes||No||How could it be improved?|
|Let us know which character is speakingE.g. Ben: Hello|
|Use stage directions (using italics or brackets for stage directions gets an extra tick)E.g. She doesn’t reply|
|Use “new speaker, new line”?|
|Have a beginning and an ending?|
-Routines are vital. Don’t spring this type of assessment on studnets, but build their confidence steadily.
Teacher feedback is another way of doing it…
Variety is key here, and we need to remember that we are the experts to impart the knowledge and understanding, and support the closing of the gap.
This can be done through our questioning, conversations around the classroom, and our marking.
Closing the gap is the final ingredient for the lesson, and the obvious aim – have students made progress during their time in the lesson, and how have we planned and provided opportunities for this to happen?
Feedback to let students know where they are and how they can move on is key to this gap closing.
Routines are vital , but so is the timeliness of when and how we do this feedback, and how we do it.
Teaching Backwards writes about how our Driving Instructors teach us, particularly the dreaded hill start. Timely, specific and kind advice gets us through this, from an expert. A friend in the back offering peer assessment is probably not the best form of assessment at this point (You didn’t want to do that!)
Choosing the best form of assessment at the right time is down to our professional expertise, our planning, as well as how we know our students and our classrooms.
So feedback is the final ingredient. This week we will review all the ingredients and see how we can implement them for Great Westfield teaching.