Please find your seats Table 1 Maths Table

Please find your seats • • Table 1: Maths Table 2: English Table 3: Science Table 4: Art, D&T, IT and Business Table 5: History, P&C & Geography Table 6: PE, Drama & Music Table 7: MFL (or join up with another group!)

How can we make our feedback cycle even better? Strengths: Sophisticated high quality cycles of feedback and follow up activity with students are in place across the range of subjects and supported by well considered and effective monitoring. Areas to develop: share effective departmental strategies more widely.

In your subject teams: 1. Describe what you can see in the examples you have in front of you. What can we see the learner/teacher doing? 2. Discuss what you can see in light of Hattie’s claim that “Feedback is most powerful when it is from the student to the teacher…when teachers seek, or are at least, open to feedback from students as to what they know, how engaged they are, when they have misconceptions. . . this feedback to teachers helps make learning visible. ” 3. Claire Gadsby states too much time is spent marking in a way that doesn’t move pupils learning forward. She recommends that teachers should “expect immediate response to feedback. . with a task, a question to answer and encouragement of dialogue. ” What can you see that reflects these issues? 4. As a team what is it that you want to make better? What strategies do you have in place that you are keen to continue with? What strategies are you keen to develop?

Please find your seats for the group work • • • Table 1: A Table 2: B Table 3: C Table 4: D Table 5: E Table 6: F Table 7: G Table 8: H Table 9: I Table 10: J

In your groups: 1. Describe what you can see in the examples you have in front of you. What can we see the learner/teacher doing? 2. Discuss what you can see in light of Hattie’s claim that “Feedback is most powerful when it is from the student to the teacher…when teachers seek, or are at least, open to feedback from students as to what they know, how engaged they are, when they have misconceptions. . . this feedback to teachers helps make learning visible. ” 3. Claire Gadsby states too much time is spent marking in a way that doesn’t move pupils learning forward. She recommends that teachers should “expect immediate response to feedback. . with a task, a question to answer and encouragement of dialogue. ” What can you see that reflects these issues? 4. What strategies do you currently have in place? What ideas can you borrow to make your own/ your team’s practice better? How can you judge the impact of this?

Please return to your teams • • Table 1: Maths Table 2: English Table 3: Science Table 4: Art, D&T, IT and Business Table 5: History, P&C & Geography Table 6: PE, Drama & Music Table 7: MFL (or join up with another group!)

Team action: Complete the sheet and return to RB. I will scan and share with all staff. • Agree as a team – what is it specifically with feedback that you want to make better? e. g. closing the loop. • What ideas do you now have about how we might do this? e. g. apply the methods in PE. . • How are you going to incorporate these ideas? e. g. Becky is going to mark a piece of work tomorrow. . • How will you judge the impact/effectiveness of these ideas? e. g. At the next team meeting we will. .