Magpie Number 4 – Dot Marking for KS5

magpie-clipart-cartoon-1This series of blog posts are going to bring you a range of new T&L ideas from a range of different sources.

In the front of our ‘Essentials’ book you will find a range of different strategies you can use to reduce the time of marking but still ensuring effective feedback to students. It can be rare to see some of these strategies being used consistently which is why I was excited to see the example below. It was posted by Heather Mary James (@LDNHumsTeacher) using an ideas from @MrsHumanities. Dot feedback

The success of a strategy like this depends on making the dots subject or/and assessment criteria specific and using it consistently so students come to fully understand feedback and expect feedback to be delivered in this way. The strategy offers the opportunity to save hours writing the same feedback on KS5/ KS4 extended written answers.

dot marking 1

 

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Magpie Number 3 – Retrieval Practice Challenge Grids

magpie-clipart-cartoon-1This series of blog posts are going to bring you a range of new T&L ideas from a range of different sources.

Over recent months we have been highlighting different techniques which encourage students to retrieve knowledge they have learnt in the past.

I saw this idea on Twitter and it has been created by Kate Jones (@87History). The Retrieval Practice Challenge Grids can be used as a starter activity. If students pick a question which is linked to knowledge covered a week ago they get one point, if they pick a question covered two weeks ago they get two points etc. I would give them a set amount of time, maybe 5 minutes, to complete as many as they can and achieve as many points as they can.

This example is based on recapping and revising a History topic (Source: @87History).

Retrieval Practice Challenge Grids

Magpie Number 2 – Home Learning Ideas for KS4

magpie-clipart-cartoon-1This series of blog posts are going to bring you a range of new T&L ideas from a range of different sources.

The demands of the new KS4 specifications and the linear nature of these qualifications made me look for effective home learning tasks for my students. In particular, I was looking for tasks which supported their retention of knowledge and key terms. In my regular scan of Twitter I came across the profile of a Geography HoD called Jenn (@Jennnnnn_x) and these wonderful ideas.

  1. This key term reviewKey Word Focus sheet has a range of ideas for students to remember and use new terminology.

 

 

 

 

 

 

 

2. “Geog your Memory” The title of this task is very Geography centred and is quite detailed for one home learning task but it is one example of how you can get students to revisit past topics/ units. Geog Your Memory

3. Self – testing is a very effective way for students to revise and remember key content. This example shows a template for a Knowledge Test and the expectation is that the students fold over the answers and they re-test themselves over time. Knowledge Test Example

 

 

 

 

 

 

 

 

 

 

Magpie Number 1 – Structure Strips

magpie-clipart-cartoon-1This series of blog posts are going to bring you a range of new T&L ideas from a range of different sources.

Number 1 – Structure Strips

These are an excellent way to offer help in structuring longer mark questions or responses. The strip is stuck into the margin of an exercise book page and has the exam question or task at the top.

The rest of the strip is used to guide the writing of the answer. This guidance can be bullet points taking the students through the content expected or a series of questions to help student thinking. The student then writes their response next to the structure strip so they can refer to it.

An example can be seen below and this document is an outline I used and can be edited Editable Structure Strip

 

 

More New Ideas for Everyday Learning

Following on from Nat Moody’s post about one of the ideas she has been trying out over the last few months, here are some more tried-and-tested activities from members of Nat’s focus group.


by Sue Lutz

Planning aheadI am using some ideas from “Teaching Backwards”.  I always plan my lessons with the end goal in sight.  However, this book suggested getting students to audit where they are, as well as thinking about any previous knowledge they have, transferable skills etc.  I made the attached sheet for my Year 9 class and will read their responses when I mark their books later this week. I am hoping that I will be able to provide some independent activities that support some of the areas that they have highlighted.

 


by Kyl Messios

I have been using Beaumont School resources to explore questioning across the key stages.  I’ve been working from the Black Box and the Teaching and Learning blog.  It has been brilliant to go through the wealth of ideas that other teachers suggested in the Questioning Quail inset activity, and I’ve tried out quite a few.

If this is the answer, what is the question?

This has been really useful, wherever I’ve applied it.  I’ve tried it with Year 7, 10, and 13, and found that the result is consistent, regardless of year group of topic – the students are compelled to look at the answer from different angles and think much more deeply about it than they would with a straightforward ‘key question’ to start the lesson.  This can be applied as a starter, but is just as effective as a plenary.  Year 7s used it to identify and define subject specific vocabulary, while I used it with Year 10s as a way into a new scheme of work.  Looking ahead, I plan to use it with Year 13s to get them identifying and creating exam questions based upon answers given.

Percentage correct 

Quick and easy way of getting students to build upon, and add to, their own and others’ answers. This was put to good use in Year 9 and 10 evaluations.

I’m planning on trying out What’s in the Bag?, but just haven’t yet worked out what to put in the bag! I’ll keep you updated!

 

New Ideas for Everyday Learning

by Nat Moody

The principle of this group is to for members to experiment with new ideas and then share their experience with their colleagues and the wider teaching community. We draw on various resources on rotation. The aim is to celebrate and share approaches that can be used by staff in a variety of subjects easily within day-to-day teaching.

My task for term one was to focus on feedback, drawing on websites as a resource. I decided to experiment with my A2 Sports Psychology group. These students struggle with long answer responses and, as a result, their drive to improve their performance in this area can dip due to a lack in confidence; some feel that reaching higher grades is just not possible for them. When I have marked these responses in the past I have often found misconceptions in one or two aspects which have a significant impact on their final grade. Motivating this group to respond to my feedback independently is not easy. I feel this process is essential and I had been looking for a simple way to motivate them to do so.

NMoodyYellowBoxDuring my research I found a post on www.teachertoolkit.com called ‘The Yellow Box’, which had been taken from The George Spencer Academy. Employing this strategy allows the teacher to mark a section of work in great detail, highlight that to the student via the yellow box. Feedback is then provided, focusing on the work in the yellow box only. The hope is the guidance given will have a positive impact on the entire piece of work without the teacher having to mark to entire piece in detail.

NMoodyExampleI have employed this method in a different way to meet the needs of my group. I have been marking the entire long answer questions as per normal. Instead of asking students to re-write or apply my feedback to the entire response which can be demotivating for a student who struggled to complete the work in the first instance; they only re-write the work highlighted in the yellow box in response to my feedback. Students approach responding to my feedback more readily, they are learning to identify areas within long answer questions that have a significantly negative impact on the entire piece and the work they produce in response to my feedback is focused on quality not quantity. This also saves me time when remarking work; in most cases the work in the yellow box that has been re- written by the students increases the grade of the piece, and also increases the confidence of my students when approaching a difficult aspect of assessment in this course.


Over the next few weeks other members of Nat’s focus group will feedback on everyday ideas that they have tried and tested. Keep checking back for more ideas!