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Dialogic Feedback 2015/16

This SIG will focus on the impact of high quality feedback on student progression. It will provide an opportunity to showcase where long and short marking is working effectively, and allow you the chance to reflect on and improve this AfL strategy; to improve the quality DIT through improving student resilience and academic literacy. It will provide staff with an opportunity to create high quality homework tasks that support the development of mastery within their subject and the development of independent learning skills, whilst increasing parental engagement in the learning/feedback cycle.

 

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January 14th 2016

I use this format for extending written feedback from students and it also works really well with DIT. Used mainly with GCSE students but it can also be adapted to use across all key stages. I use it in Geography where extended GCSE answers are needed: we mark where students develop their answers with written exemplification and development in answers including key words and facts/figures. This format allows the students to think of the "so what?" approach - can they extend their answers to explain further and therefore reach those higher marks? I have used this many times in planning for bigger mark questions and also it links very well into short marking/feedback as it is both easy and simple to mark whilst the students are working. Please feel free to give it a go. Below are some examples of this method and where DIT could be used to promote further development/extension.

 

January 14th 2016

I have used this method of scaffolding for my GCSE students, although it can also be used across the key stages. The aim of this task (as seen below) was to develop GCSE extended answers with more detailed explanation and of course facts/figures/key words. Many of my students were simply stating issues in their answers rather than explaining the impacts that this had. This method allows students to think further in their answers by saying "so what?". It allows development of connectives and provides broader, more detailed answers - especially when used in conjunction with key words on the board (seen highlighted). I have used this when planning bigger marked answers, but since joining Lipson I have found that it is a really easy way to short mark and get immediate feedback and progression for those who need it during the lesson. Please feel free to use.

 

January 14th 2016

I have been trialling feedback symbols in Mathematics. I started using the agreed symbols:-

VF – Verbal Feedback

AE – Add Example MI – More Ideas

MD – More Detail

PR – Proof Read

Having trailed this with one class and in the beginning they seemed as enthusiastic as I did. However as time went on I found that some of the symbols I didn’t use and students were recommending others that might be more useful to them. As a consequence this then ended up becoming very confusing and a few students were getting confused with the literacy symbols that they already know. I have as a consequence of this reverted back to writing in full and having stickers and stamps which have key words/symbols to prompt students thinking.

 

January 14th 2016

We have been setting overt success criteria prior to assignments so students are aware of expectations before undertaking work. Once the work has been marked, specific DIT questions are asked which link to the success criteria (students will have a hard copy of these). Students undertake the DIT work and we have found, because they were already aware of what was required, they are able to produce high quality and detailed work in their DIT.

 

January 14th 2016

For DIT I operate a menu of next steps based on students review results, targeting key areas of improvement. DIT supports this extending next steps with reinforced practice which is also scaffolded depending on students progress. See examples below for visualising shapes and constructing shapes.

Resource: Visualising shapes and constructing shapes DIT

 

January 11th 2016

Our team focused on long marking strategies. We came to the conclusion that the need for long marking varies widely according to the subject, the needs of the students and the quality and frequency of the teacher's short marking. Long marking is focused on giving students the next step, rather than correcting misconceptions (which should be the purpose of short marking) We focused on time saving strategies that allow us to make long marking less of a hassle whilst being very effective with students. Here are three strategies that were tested with some success in our classrooms: 1) Ready made next-step labels with the most common next steps for students, are then adapted to each student's needs and glued in the books. The comments relate to Pixl targets and show student's progression effectively. 2) As work is returned to the students, a number of marking statements are displayed on the board and students select cooperatively the ones that are appropriate for each piece of work. Students can self mark or peer mark appropriately, submitting their comments to the teacher for review once they are ready. 3) The teacher can select to long mark only the work of the more able and more independent students who will respond to the comments more readily, whilst resorting to short marking for the weaker students, who handle small targets better. It is therefore advisable to plan your marking alongside your class plan, prioritising the students who need to make the most progress.

 

January 11th 2016

I have been looking at a way to use tests and assessments to have more of an impact on progress. Also focusing on how we can develop our learners to become more reflective and take ownership of their learning. I shared this at the last SIG, I simple table I use to encourage students to reflect upon their test score.

/docs/Teaching_and_Learning_Blog/Dialogic_Feedback/afl_testing.pptx

 

January 11th 2016

I have been trialling Feedback symbols (similar to the Literacy Marking Symbols). The reason for this was to attempt to reduce the time it takes to see each student in a lesson to allow me to fully circulate the classroom within the one hour allocated for ICT/Computing. Previously, I was managing to see around half of a classroom in a lesson. I found that this system was not as effective as my previous method and it did not save time as it left some students unsure as to what was required from them. I have therefore reverted back to giving students further detailed written questions.

 

 

 

January 11th 2016

Dialogical Feedback SIG - Initial Projects and Definitions of Short and Long Marking following first session. It was good fun to be back in SIGs at the start of the year and it was a pleasure to run the SIG on Dialogical feedback. We had a great group of people sign up who got really involved and discussed the pedagogical implications of dialogical feedback till long past 4.15pm. We started the SIG by reminding ourselves of the Sutton Trust report and the impact marking can have. High quality feedback has the potential to have the effect of an extra 8 months teaching per year compared to feedback that is of a lower quality. A short activity allowed us to look at how class plans and seating plans can be made with short marking and feedback as the focus, making sure we have taken into account who needs the marking most and where they are around the room. It was then suggested that as every department has a different way of approaching feedback within the school policy, that it would be useful to have a general definition of the different types. Between the group, the following was suggested: Short marking – Marking that takes place in the classroom, while the students are undertaking the work. This is for instant interventions. This falls naturally within the DTT model. Long marking – This is marking that primarily takes place out of lessons, on pieces of work that are completed (e.g. EPT / HW). This takes the form of long questions that require a longer style response. This naturally follows on to DIT. After this, The SIG split into 4 focus groups depending on member’s individual strengths / developmental needs or interests. These groups were; Short marking, Long marking, DIT and DTT. Each group completed a PMI on their chosen subject before deciding on a focus for the next couple of weeks.

Dialogic Feedback - Initial Projects

 

December 14th 2015 

As part of my plenary activity today, I got students to write down any questions they had regarding today's learning objectives. Our focus was to be able to recognise and use the conditional tense in Spanish. Students were given a couple of minutes to reflect and then post their notes on the board. I've attached a couple for you to see. The questions are an excellent way of interacting with students on a deeper level that asks them to think about what they have learnt albeit in a safe and de-personalised way.

December 3rd 2015

Click here to see: Exemplified short and long marking at Lipson Co-operative Academy with support for student with additional learning needs and additional challenge for the more able.