An English teacher at a Secondary School in the UK. * Sharing and questioning the day job. * I teach KS3/4/5.
* Looking for inspiration and motivation, to share with others. * Looking to constantly improve and grow. * On Twitter at @MissBex_M *
I created this handy help sheet for staff about ‘Bell Work’.
It’s commonly used in primary schools, but less so (it seems) in Secondary school classrooms. Tomorrow, at our department meeting, I am introducing and promoting the concept of Bell work to the rest of my department.
I have been making and using these for the last few years, for all KS3 assessments. Simply use APP levels and language, linked to the standards in the NC and make it all a little more pupil friendly. Then, staff highlight the area that best-fits the individual student’s work.
Your gaps = pupil targets (and things to address in reflection and your teaching).
This is by far one of my favorite posts of the year, and the best I’ve seen on feedback in a long time. It’s worth the time it takes to read and re-read (and you should re-read it).
I stole my scaffold for peer and self-assessment from Geoff Petty. I think he’s great because he shares so many wonderful resources for free online. Petty argues that too much of the feedback we give students is BACKWARD looking and often this feedback is quantitative (numerical e.g. 7/10; 70%), but even qualitative feedback (words e.g. ‘You didn’t begin your sentences with a capital letter.’) more often than not looks backwards at what WAS done or, typically, WASN’T done. Petty advocates for a method of feedback that is both backwards and forwards looking, and to do that he uses the ‘goals, medals, missions‘ protocol. It’s really neat because the language is accessible to all age groups and is non-threatening. Essentially the ‘goals’ are the criteria for the product (be it a short film, an essay or a presentation) and the ‘medals’ are what has been achieved (this is the backward looking stuff) and always takes the form of positive statements, e.g. ‘Your introduction is strong.’ The ‘missions’ are the important part of the protocol – this is ‘feed-forward’ as it is looking at what the student needs to work on to improve the product.
Schools are becoming more and more technology oriented each day. At times, it seems that the ability of working with the lastest gadgets, computer software and social networking sites comes naturally to children. Meanwhile, adults struggle just to keep up. Since social networking has…
The author proposing this idea points out how rubrics have expedited the grading process for many faculty and also clarified expectations for students, but when the paper is returned, the student gets the rubric with a check next to quality level attained and maybe a few brief remarks squeezed into a small space provided for comments. What this assumes is that students will look at their paper and see why it merited that particular quality rating.