Teaching & Learning Session 2: Feedback and progress 2 Keeping progress going

1. Teaching & Learning Session 2: Feedback and progress 2 Keeping progress going Wednesday 27th February 2013 PLEASE DO NOT SIT WITH YOUR TRIADS AT THE MOMENT!

2. Whilst we are waiting to make a start Have a skim read through the think piece ‘Good for you’ It provides some interesting standpoints on praise & feedback!

3. What can you recall? How much do some schools spend on incentives? What chocolate related culture did Alan McLean explore? Everyone from the dinner lady to the………………… can recommend pupils to the praise pod. Can you fill in the blank? To change one behaviour takes how many reinforcements? …………………… rarely solves anything? Where is Stanford University? What agenda have parents bought into? “Praise everything and look at nothing” was referred to as what sort of praise?

4. What can you recall? 1. How much do some schools spend on incentives? £30,000 2. What chocolate related culture did Alan McLean explore? Mars Bar Culture 3. Everyone from the dinner lady to the caretaker can recommend pupils to the praise pod. Can you fill in the blank? 4. To change one behaviour takes how many reinforcements? 200 5. Punishment rarely solves anything? 6. Where is Stanford University? California 7. What agenda have parents bought into? Self-Esteem 8. “Praise everything and look at nothing” was referred to as what sort of praise? Plastic Praise

5. Triad Feedback Spend a few minutes speaking with your table about your latest learning from the work you have undertaken in your triads. Please be prepared to feedback

6. Support/prompt questions if needed: What have you learned about your teaching/classroom? What has surprised you the most? Have you taken on board any advice & trialled new ideas? Has the work in your triads impacted on your daily practice? What advice would you give other triads?

7. Triad Tweet If you were to summarise your findings from your work to date in the triad what would you say… Please complete the tweet sheet (anonymously)

8. Session objectives How can assessment & feedback be used to move pupils on and ensure they make ‘rapid and sustained progress’? How can we keep pupils moving forwards regardless of the speed at which they learn?

9. Rationale & Background Learning is a process of moving forwards and perfecting. This requires a constant feedback loop from what has been learned to what will we learn next. (follows on from last session) If pupils are to make good progress there needs to be a continuous drive forward

10. Activity 1: Feedback instructions Please move into your triads. One person describes a lesson or activity that they did with their class today (perhaps one that went particularly well). The other two group members respond with pure praise. Then swap over and repeat, this time the other two just make suggestions about how to improve or develop the lesson/activity. Now swap a third and final time this time the other two should just criticise the activity/lesson.

11. Feedback questions How did each of the interactions feel? Consider a few of the pupils you teach: how would they have felt and reacted in the different situations? What do you think the best way forward/combination of feedback types would be?

12. Effective feedback is… about challenging tasks given sparingly specific and comparable to previous achievements focused on what is being done right encouraging. http://www.teachersmedia.co.uk/videos/secondary-assessment-formative-assessment

13. Effective praise Process versus person ‘You’re really good at algebra’  ‘You’ve done a great job of using what we learned last lesson to help you find the answers to these equations’ Specific versus general ‘You’re debating really well’  ‘You’ve done a really good job of using evidence to back up your point and showing you’re listening by responding to other people’s views’ Can you think of examples that you have used today/this week? What type of feedback was it?

14. Praise burger specific and progress-based praise specific and top priority area for improvement specific and progress-based praise

15. Three stars and a wish… The ‘three stars’ should be specific and process-based pieces of praise and the ‘wish’ should be a specific and prioritised area for improvement. _____________________________________ _____________________________________ _____________________________________ Any other good examples to share?

16. What do you do when….? Spend a few moments completing the yellow sheets. We will collate all the findings and share best practice

17. ‘Extension’ Are your tasks ‘HOTS’ or ‘MOTS’ Not an extra thing that is introduced as an afterthought to keep pupils busy Was the main task/activities challenging enough for your top end learners?

18. ‘HOTS’ are the key to making good and sustained progress….. How much of your lessons are comprehension/content driven? Are your extension tasks ‘MOTS’?

19. What would happen if…? Can you think of any examples of this in real life/business/the news/your life? Which of these points/issues is most important/your favourite and why? How does this link to the last topic we covered? How would you explain this to someone else? The next thing we will be looking at is… brainstorm what you know so far about this so you can introduce it to the class Some people might say… (a controversial statement/quote). Would you agree or disagree with them? Why? Write your own question(s) about…

20. Instruction manual poster portfolio leaflet Advice booklet Guide book Board game Invite an expert Speed date questions Plan the next lesson Plan a trip Extension Tasks Twitter debate Plan a starter Animated story Fill the fact sheet! Invite to dinner Create a test quiz Soundtrack Test storyboard factoids What would have happened if Taboo Cards blog New technology wiki In the style of… podcast Inventions ranking Glossary student mag