Marking and Feedback CPD Preparation for marking Expectations
Marking and Feedback CPD Preparation for marking
Expectations and ground rules • • Respect the views of others Give everyone space to make a contribution All questions are valid Actively listen Take part Confidentiality – Chatham House Rules Challenge the idea and not the person Do you have any of your own you would like to add?
Aims and outcomes of the session • To introduce the marking cycle. • To link theories discussed in the last session to the marking cycle. • To explore how best to prepare for marking in your classroom. • To highlight some key strategies to use. • To plan how to apply the ideas to your classroom setting.
Where are we: Our school • What do well with in terms of our marking and feedback? • What have we already done to improve our marking and feedback? • What do we still need to improve? • What do we want to improve upon next?
Where are we: You • What areas of your marking and feedback practice do you feel confident about? • What have you already done to improve your marking and feedback? • What do you still need to improve? • What do you want to improve upon next?
The marking and feedback cycle PREPARATION PLANNING FOLLOW-UP DOING STUDENT APPROACH
Stage 1: Prepared Preparing for marked work Preparing students for the marking and feedback process is essential. Giving students the tools they need in order to succeed in a task will allow them to take control and steer their learning in the direction you need them to; rather than being dragged along by you to the finish line. In order for this to happen, careful planning needs to go into the activities and approach you take in the lead up to the students completing the work you will mark and provide feedback on.
Theory Break it down – ‘When presenting material to students make sure that it is clear and each element is broken down into component parts. ’ – Doug Lemov Think: Think about the statement for 30 seconds. Pair: Pair up with someone in your group and discuss your thoughts. Share: Be ready to share your ideas.
Case study Laura is preparing her students for an assessed piece of work this lesson. She explicitly tells her class that they will be assessed on their next piece of work and that she wants them to do their very best. She makes sure the task is built up to create a little curiosity and interest in it. She builds in discussion and activity that focuses the students on the fact that mastery of the skill they need for this assessment is vital to their success. She ensures that she is clear about their prior knowledge and fills any gaps so that all students are at the same point when they start the assessment. She provides them with real life examples of what she wants them to work towards producing. She embeds in them the selfbelief that if they try hard they will reap the rewards and learn faster. She explains the task clearly. She does some activities on growth mindset.
The students? This is all about making sure the experience for our students, in our classrooms, is the best experience we are able to give them. So why are we preparing them for marking? • To ensure they have the life skill of self-awareness. • To make sure that we are using our professional time as best as we can.
Experiential To prepare or not to prepare? That is the question. • I will now select a person at random to tell me everything about quantum physics… • OK… I’m not that mean. If I was going to give you a tough task like that I would give you time to prepare… BUT HOW DID THAT MAKE YOU FEEL? • Imagine how our students feel when we do not prepare them well for a task that we will mark and feed back on to them. You need to prepare students very carefully for assessed work so that they can succeed and show their true potential. Otherwise you are not giving them feedback that will enable them to progress as their ability is higher than you realise.
Practice • Pair up in your groups and choose one person to talk for one minute about a problem they are having in relation to today’s marking and feedback topic. • The other person should listen carefully to them. • Talk to your partner and give them as much detail as possible.
Coaching • Once they have finished telling you about their problem, take them through the GROW process of coaching to try and see a way forward. Ask them questions to help but do not offer any answers yourself! • Once you have finished repeat the whole process in opposite roles. Goal What do they want to achieve? Why do they want to achieve it? Reality Where are they now? What have they already tried? Options What are things that they could try? What have others tried? Will do / Way forward What are they going to do now to move forward?
Practice • What was the result of the discussion in your paired coaching activity? • Consider how the conversation might help you with your issue as you go forward in your practice.
Reflect and review Aims and outcomes • To introduce the marking cycle • To link theories discussed in the last session to the marking cycle • To explore how best to prepare for marking in your classroom • To highlight some key strategies to use • To plan how to apply the ideas to your classroom setting Individual reflection • Take a minute to reflect on how you have found this session and what it has made you think about.
Follow-up Commitment to action • Prepare your students well for work you are going to asses them on in your lessons. Next session • To look at the most effective ways to cope with conducting marking and feedback.
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