Six strategies for busy teachers, for providing quality feedback to pupils

A ‘Sharing best practice’ post by Tom Nadin

Our aim is to provide students with feedback which leads them to reflect on and improve their work BUT how can we do this is in a way which is sustainable and without creating an excessive work load for staff?

While it is important to give appropriately detailed written feedback on key pieces of work, it is also important for teachers to consider using feedback strategies that are practical and effective, thus helping them to manage their workload.

Teachers in the Science faculty are trialling a number of these strategies:

  • Where feedback may be fairly generic such as after a test, use photocopied stickers

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  • To identify work that is correct and work that needs correcting/editing, colour code the pupils’ responses

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  • Numbered responses

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Pupils use the numbers on the feedback stickers to write in and then respond to their own ‘Even better if…’(EBI) statements from a list which the teacher has provided for the whole class, e.g.

EBI Statements:

  1. State the correct units for force, mass and acceleration.
  2. Explain why the units for acceleration are metres per second squared.
  3. Why is acceleration a vector?
  4. Explain the difference between mass and weight
  5. The force stated here is a resultant force. What does this mean?
  • Peer assessment

When it is possible and appropriate, pupils can assess another pupil’s work based on success criteria/a marking scheme that the teacher has provided. This can also build pupils’ understanding of exam marking criteria.

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  • Self-assessment

When it is possible and appropriate, pupils can assess their own work based on success criteria/a marking scheme that the teacher has provided. This can also build pupils’ understanding of exam marking criteria.

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  • “DIRT” (Directed Improvement and Response Time)

This works best when this is a planned part of a lesson and pupils are given enough time to complete it thoroughly. Teachers need to explain the importance of it.  Insist on its completion.

Periodically, give pupils enough time to go back through their book; responding to comments and catching up on work they may have missed through absence.

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Engaging Disaffected Learners (3)

An Action Research project by Megan Dunsby

Project overview

Working with two other members of the department (Anna Watkins and Hannah Gale), we established the following aims:

  • To develop our pedagogical understanding of the reasons behind disaffection;
  • To establish and broaden a range of strategies to re-engage disaffected learners;
  • To build resilience and inspire self-confidence.

These give an overview of our foci, and from here we endeavoured to use different strategies to engage disaffected learners. We decided to all concentrate on year 10 students and boys in particular. Having a shared year group meant that we were able to support each other and help each other to develop strategies.

There are a myriad of reasons why students become disaffected, but in the experiences that we had had in our year 10 classrooms we felt that these were the central reasons why:

  • Disaffection hides a literacy weakness;
  • Pressure of year 10 GCSE (especially with current changes);
  • English is compulsory and relevance isn’t obvious to all.

Initial Research

The National Literacy Trust had the following to say on boy’s literacy levels:

  • “Research consistently shows a gender gap in children’s reading. Boys’ attitudes towards reading and writing, the amount of time they spend reading and their achievement in literacy are all poorer than those of girls.”
  • “Unfortunately it is those boys who are least likely to be socially mobile who are often most vulnerable to these triggers. For example, white working-class boys are one of the groups with lowest achievement in literacy”.
  • By GCSE, for achievement at grades A* to C in English, the gap [between boys and girls] is 14 percentage points” (National Literacy Trust).

So, why is this gap so big and what can cause boys to become disaffected learners in English in particular? Firstly, the changes to the examination system at GCSE mean that students must sit examinations at the end of Year 11 in which they must recall and apply two years’ worth of learning. This is an overwhelming and stressful prospect for many students, who are immediately disengaged by their own assumption that they will fail at this challenge. This can be a huge cause of disaffection at the beginning of Year 10.

The English curriculum has also become more traditional, favouring more 19th century literature and classic British literature, which means that students are working with challenging texts and unfamiliar language. Some boys in particular find it difficult to understand the purpose of studying these texts, which can provoke disaffection, particularly given that English is a compulsory subject that students have not opted into. Indeed, Caroline Bentley-Davies suggests that a teacher must “signal exactly why you are doing something” (2010, p.165) when improving standards of boys.

In addition, GCSE assessment has become more rigorous; to achieve a Grade 5, students are expected to have a command of subject terminology and an ability to use a range of punctuation and sentence structures with accuracy and for specific effect. Those with weak literacy skills can therefore become disaffected to mask their difficulties.

My personal project overview

After a number of discussions with Anna and Hannah, I decided that I would look at ways in which it is possible to re-engage students through tasks that are influenced by a project based pedagogy.

The literature surrounding project based learning regularly demonstrates its effectiveness at embedding skills and knowledge in a way that all students engage with on a meaningful level. Polman sings its praises stating that, ‘the most significant contributions of PBL have been in schools languishing in poverty stricken areas; when students take responsibility, or ownership, for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning. In standardized tests, languishing schools have been able to raise their testing grades a full level by implementing Project Based Learning (PBL), (2000).

Initial research undertaken indicates that boys who are ‘less socially mobile’, (The National Literacy Trust), are likely to be amongst the lowest literacy levels compared to their socially mobile peers. Patton’s research seems to indicate that it is this demographic of students who are likely to benefit from the autonomy and ownership of PBL experiences.

However the beneficial effect of PBL is certainly not limited only to these students, autonomy is a powerful motivator for all learners, according to Rowe et al, ‘in order to feel any intrinsic motivation whatsoever, students mist feel a sense of autonomy, like thy are in control of an element of their learning’. On boys literacy they comment that ‘In the early years of secondary schooling boys constitute 75 – 85% of students identified at risk of poor achievement progress in literacy. Of some concern is the flattening out of boys’ literacy achievements from year 4 to year 9,’ (Rowe et al).

When reading this research I began to investigate whether this ‘flattening out’ was a feature of my most disengaged year 10 student, Richard. After looking at his spotlight assessments from year 7 to 10, he was a perfect example of the pattern that Rowe et al discuss. After having taught Richard for six months I could see that his dis-engagement came from his belief that he could not achieve in English, together with the fact that he felt the subject was completely irrelevant for him. I began to focus on how I could create a project that would make learning the skills he required to pass English, obvious and attainable.

Spotlight entry 7.1 7.3 7.6 8.1 8.3 8.6 9.1 9.3 9.6
APP Level 4b 4b 5c 4a 5b 5b 5b 5b 5a

(Richard’s Spotlight assessments from Years 7-9)

I began looking at what constituted a project, and Thomas in PBL; A Handbook, (2000) provided a very helpful five point checklist for educators designing projects. He instructs that projects must be:

  • Central not peripheral to the curriculum:
  • Central concept and principle of a discipline
  • Projects include constructive investigation
  • Projects are usually, but not always, cross curricular
  • Projects are realistic, not ‘school like

Thomas’ pointers focussed my creation of a project, but also provided realisation that projects were a time consuming endeavour. Further research acknowledges this as one of the main pitfalls of such learning. Wethers et al have found that, ‘subject orientated secondary teachers have been less inclined to embrace cross disciplinary curriculum, in the form of projects or a more traditional approach, despite it being proven successful in reengaging previously disengaged secondary students, (2012).’ Hope goes on to explain that even though teachers are, ‘frustrated by national standardised tests that are a primary reason for disengaging boys from their learning’ (2010) PBL takes time and commitment that the majority of secondary schools simply don’t have. Wethers surmises that a lack of resources (time and financial) are a ‘fundamental reason that PBL is not a regular feature of the secondary school classroom, (2012).

Despite this, all of these articles unanimously measure a greater level of success from students in all walks of life when given the opportunity to learn in a project based environment. I became interested in investigating whether the disengaged students in my year 10 class, particularly Richard, could benefit from a version of PBL that I was able to facilitate with a deficiency in time and financial resources.

My project in the classroom

Hi Tech High, California became my next area of investigation. This American High School facilitates an entirely project based curriculum and 94% of their students in 2014 went onto college and university. I decided to replicate a project that they call the visual essay for my year 10 English students.

By considering a knowledge, process product model for differentiation I examined my current pedagogy for teaching essay writing skills to boys with low literacy.

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By investigating what I actually meant by ‘learn how to write an essay’ I automatically referred back to the exam boards assessment objectives. In Hi Tech High’s case, they take to raw knowledge and work out a way of presenting it in an informative and engaging way that is open to the public. I decided that my raw knowledge would be my assessment objectives.

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Richard decided that he would focus on the subject terminology knowledge, and created a glossary to put on the essay.

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Strategies and an evaluation of their efficacy

What worked about the task:

Richard was engaged in the task and through assessment it became clear that Richard knew a number of subject terms that he did not before. Richard also felt a sense of achievement at having completed his section of the task and became aware of a crucial element of the success criteria. Richard stated, ‘It was a good task because I just got on with it. I didn’t have to write loads’ and ‘I got to choose what I wanted to do and just focussed on one bit’

What needed improvement:

On reflection I decided that the project was too ‘school-like’ and it didn’t really hit the real world criteria set out by Thomas. Ways to overcome this might include an open evening where parents come to see a display of a series of visual essays or a competition. Once Richard had decided how to incorporate his subject terminology he did not constructively solve much of a problem; this was another of Thomas’ project criteria and time limitations prevented this from becoming a reality.

Conclusion

The most valuable element of this research for me was to fully recognise the power of and potential of allowing students to be creative, curious, problem solving and autonomous. Whilst there are time restrictions placed on us as teachers, I will endeavour to create as many opportunities for students to practise being these things as possible. I fully agree with Sir Ken Robinson, who advocates that, ‘designing your curriculum around project-based learning is a dynamic way of engaging learners and of cultivating their powers of imagination, creativity and enquiry, (Robinson, K. 2011).

References

Bentley-Davies, C. (2010) How to be an Amazing Teacher. Carmarthen, Wales: Crown House Publishing.

National Literacy Trust (2012) Boys’ Reading Commission. All-Party Parliamentary Literacy Group Commission.

Patton, M. (2012) Subject to Change, New thinking of the curriculum ATL The Education Union.

Polman, JL (2000) Project Based Learning in the Secondary School Classroom, a constructive approach Cambridge Journal of Education, (46) 4. pg 12-26.

Thomas, B (2012) Work that matters; a teacher’s guide to project based learning, London: Paul Hamlyn Foundation.

Hope, S (2006) The Constructive Classroom, Journal of Problem Based Learning in Higher Education, (6) 34. Pg 76-90.

Engaging Disaffected Learners (2)

(Featured image: ‘untitled’ by stupidmommy is licensed under CC BY 2.0)

Engaging Disaffected Learners

An Action Research Project by Hannah Gale

Objectives

  • To develop my pedagogical understanding of the reasons behind disaffection, particularly in Year 10 boys.
  • To establish and broaden a range of strategies to re-engage disaffected learners.
  • To build resilience and inspire self-confidence in my students.

Background

“…by GCSE, for achievement at grades A* to C in English, the gap [between boys and girls] is 14 percentage points” (National Literacy Trust).

So, why is this gap so big and what can cause boys to become disaffected learners in English in particular? Firstly, Changes to the examination system at GCSE, mean that students must sit examinations at the end of Year 11 in which they must recall and apply two years’ worth of learning. This is an overwhelming and stressful prospect for many students, who are immediately disengaged by their own assumption that they will fail at this challenge. This can be a huge cause of disaffection at the beginning of Year 10.

The English curriculum has also become more traditional, favouring more 19th century literature and classic British literature, which means that students are working with challenging texts and unfamiliar language. Some boys in particular find it difficult to understand the purpose of studying these texts, which can provoke disaffection, particularly given that English is a compulsory subject that students have not opted into. Indeed, Jim Smith suggests that one of the most effective ways to establish engagement is to give learning purpose and to show its relevance to students (2010).

In addition, GCSE assessment has become more rigorous; to achieve a Grade 5, students are expected to have a command of subject terminology and an ability to use a range of punctuation and sentence structures with accuracy and for specific effect. Those with weak literacy skills can therefore become disaffected to mask their difficulties.

Context

The focus for this action research project has been disaffected boys in my Year 10 GCSE groups, with a view to achieving the following aims:

  • To increase engagement in lessons;
  • To promote a resilient and problem-solving attitude among my most disaffected learners;
  • To use the coaching style as a means of building relationships.  

I have focused on three learners in particular: Andrew, James and Peter.

Background Reading and Research

This project began after my first-hand experience of Coaching with my NQT mentor. In the education sector, coaching is a mentoring technique used in a 1:1 setting to enable a colleague to combat a problem or concern that they are facing. It involves the mentor giving no advice at all, but simply asking probing questions that encourage the mentee to take an independent approach to the problem and to discover their own solutions. This made me consider how the technique might be adapted for students, particularly those who are so disaffected that they lose a desire and/or ability to combat their difficulties. I know that I have very often defaulted to giving answers to my most disaffected learners, never considering that asking them the right questions could prompt them into helping themselves. As Carol Dweck, establishes, learning will happen when students start to ask “What can I learn from this? What will I do next time I’m in this situation?” (2015). Of course, it’s easy to go to a default ‘OK, I’ll explain it again or I’ll help you with that’. What we should be doing is encouraging students to elicit their own solutions and/or to at least pinpoint their own difficulties.

If my mentor could influence me to become more problem-solving and resilient in my approach to difficulties, could I establish that in my students too? I began by reading up on the coaching technique and reading Carol Dweck’s, ‘Growth Mindset’.

According to The MRT Group, these are the benefits of coaching upon an individual:

  • improvement in individual’s performance, targets and goals
  • increased openness to personal learning and development
  • increased ability to identify solutions to specific work-related issues
  • greater ownership and responsibility
  • development of self-awareness
  • improvement of specific skills or behaviour
  • greater clarity in roles and objectives
  • the opportunity to correct behaviour/performance difficulties  

Actions and Results

I tried two different strategies in order to meet my aims and explore a range of techniques to re-engage these students and promote resilience and confidence. Firstly, I used coaching style questioning within my Year 10 lessons. For example, during one lesson observation I combated one statement of disaffection (‘I always fail’), with ‘What could you do next time to help you succeed at this?’ which allowed the student to focus on the solution and not the problem.

In addition I trialled a 1:1 coaching conversation, to see what results this would glean. I chose Andrew for this individual study because I wanted to build a more supportive relationship with him in particular, as well as allow him to identify his own barriers to learning in English and elicit his own solutions for overcoming them.

I was astounded with the result: Andrew spoke eloquently and specifically about his difficulties and was able to arrive at his own solutions. Here are some snippets from our dialogue:

What can help you to be in the right frame of mind for learning?

‘It depends what kind of day I’ve had. If it’s been really boring and I’ve had to do loads of writing throughout the day, then I probably won’t be bothered to do English when I arrive.’

‘If I know I’m gonna be doing something creative where I can let my imagination go then I’ll want to do it.’

What helps you to learn best? (Andrew particularly dislikes analysing texts, which we do a lot of in English. When asked what might help him to engage in the task of analysing a poem, he said):

‘I find thinking of ideas hard, so I think I’d find it easier if you kind of gave me the answers and then I had to find where that was happening in the poem. I think I’d be pretty good at that actually.’  

After this conversation, I put into practice Andrew’s suggestions and saw a new determination in him across a number of English lessons. It is apparent that “self-awareness and confidence are internal processes essential to ongoing growth and development” (‘Why Coaching?’, Wales, 2002). Indeed, when Andrew believed he’d found the solution to his barrier to learning, he was so much more engaged and willing to overcome his difficulties. I believe that the Coaching process can empower disaffected students to take responsibility for their learning and realise that they can make a change.

Sources/Links/References

Dweck, Carol (2015). ‘Growth Mindset’.

National Literacy Trust. ‘Boys’ Reading Commission’. https://www.literacytrust.org.uk/assets/0001/4056/Boys_Commission_Report.pdf

Wales, Suzy (2002). ‘Why Coaching?’ http://contextcoaching.com.au/Suzy%20Wales%20(2002)%20Why%20Coaching%20EBC.pdf

Smith, Jim (2010). ‘The Lazy Teacher’s Handbook’

Engaging Disaffected Learners (1)

(Featured image: ‘English Dictionaries’ by John Keogh is licensed under CC BY 2.0)

An Action Research project by Anna Watkins

Project overview

Working with two other members of the department (Hannah Gale and Megan Dunsby), we established the following aims:

  • To develop our pedagogical understanding of the reasons behind disaffection;
  • To establish and broaden a range of strategies to re-engage disaffected learners;
  • To build resilience and inspire self-confidence.

These give an overview of our foci, and from here we endeavoured to use different strategies to engage disaffected learners. We decided to all concentrate on year 10 students and boys in particular. Having a shared year group meant that we were able to support each other and help each other to develop strategies.

There are a myriad of reasons why students become disaffected, but in the experiences that we had had in our year 10 classrooms we felt that these were the central reasons why:

  • Disaffection hides a literacy weakness;
  • Pressure of year 10 GCSE (especially with current changes);
  • English is compulsory and relevance isn’t obvious to all.

Background

“…by GCSE, for achievement at grades A* to C in English, the gap [between boys and girls] is 14 percentage points” (National Literacy Trust).

So, why is this gap so big and what can cause boys to become disaffected learners in English in particular? Firstly, the changes to the examination system at GCSE mean that students must sit examinations at the end of Year 11 in which they must recall and apply two years’ worth of learning. This is an overwhelming and stressful prospect for many students, who are immediately disengaged by their own assumption that they will fail at this challenge. This can be a huge cause of disaffection at the beginning of Year 10.

The English curriculum has also become more traditional, favouring more 19th century literature and classic British literature, which means that students are working with challenging texts and unfamiliar language. Some boys in particular find it difficult to understand the purpose of studying these texts, which can provoke disaffection, particularly given that English is a compulsory subject that students have not opted into. Indeed, Caroline Bentley-Davies suggests that a teacher must “signal exactly why you are doing something” (2010, p.165) when improving standards of boys.

In addition, GCSE assessment has become more rigorous; to achieve a Grade 5, students are expected to have a command of subject terminology and an ability to use a range of punctuation and sentence structures with accuracy and for specific effect. Those with weak literacy skills can therefore become disaffected to mask their difficulties.

My personal project overview

After a number of discussions with Megan and Hannah, I decided that I would look at ways in which it is possible to re-engage students through marking strategies. After reading David Didau’s comment that ‘“…apparently, 70% of all feedback given by teachers to pupils falls on stony soil,” I knew that I had to do something different and adapt my normal marking style. Therefore, my aims for this were:

  • To make DIRT more effective with my year 10 boys who initially rejected it;
  • To challenge them through my marking and feedback to ensure progress;
  • To use marking as a means of building relationships.

I had two year 10 classes and therefore used boys from both classes, who were clearly disengaged, to try different strategies with. Recent research points clearly to the importance of valuable feedback as shown in the diagram beneath:

According to Hattie and Timperley (2007) feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.

In a recent paper on formative assessment, Dylan Williams (2014) suggests that:

“Indeed, assessment can be thought of as the bridge between teaching and learning—only through some kind of assessment process can we decide whether instruction has had its intended effect.”

The idea of assessment being a ‘bridge’ between teaching and learning struck a chord with me, and it was from this research that I based my project. In the same paper, Williams also advocates the idea that marking and assessment should be a process which ‘activates students as owners of their own learning’. I decided that I wanted my year 10 students to feel more in charge of their learning, and I planned that my marking would be the means by which I would try this.

Strategies tried and an evaluation of their efficacy

I decided that throughout the year I would try different strategies to re-engage some year 10 students. In fact, these evolved and developed as I got to know my students better, and as I learned what did and didn’t work. Here are the three most prominent techniques I tried:

  1. Highlighting WWW (a department initiative) and providing a code based on a clear success criteria.
  2. Providing regular feedback (in lesson and through marking).
  3. Giving clear tasks or questions of what I wanted them to do to improve, and using this as a form of differentiation.

I soon realised that the first strategy did not have the intended effect I had hoped for. My hope was that if the students could see precisely where they had got it right, they would be clear as to how they could improve. However, I made the common mistake of trying to provide both summative and formative feedback, resulting too often in a disengaged attitude towards marking. The boys who I was targeting also did not appreciate that they had to copy down the highlighted code from the Interactive White Board, and this actually caused a lot more hassle than it was worth. This is an example of a disengaged student’s response to my marking:

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And so I realised that the ‘little and often’ approach was necessary for these boys, and I endeavoured to provide them with feedback as much as I could. This was both throughout the lesson and after during marking time. I wanted them to recognise that I valued their written work, especially extended responses and I tried to mark their work as quickly as possible. This definitely helped to improve engagement, and a more positive relationship was created based on their work.

The final strategy that I developed (born out of the failure and success of the previous two) was to provide very specific feedback on what exactly needed to be done to improve. I realised that these boys needed to feel a sense of success, and it was only once I had really got to know them that I could do this accurately. I learned that my marking needed to be a balance of stretching these students enough, without making them feel like they couldn’t do the work. This really helped me to form relationships as they became much more engaged in both the lesson and their own progress. Here are two examples of particularly great work:

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Conclusion

The most valuable element of this research for me was to fully recognise the power of feedback in establishing high expectations and good progress. It was through developing good relationships with these students that I was able to understand their strengths and areas for development, and I then used this knowledge to inform my marking. By allowing these students to feel like they can succeed in English, I believe that their engagement in the subject has improved.

References

Bentley-Davies, C. (2010) How to be an Amazing Teacher. Carmarthen, Wales: Crown House Publishing.

Didau, D. (2015) The Learning Spy. Website: http://www.learningspy.co.uk/

Hattie, J and Timperley, H. (2007) The Power of Feedback. Review of Educational Research 2007 77: 81

National Literacy Trust (2012) Boys’ Reading Commission. All-Party Parliamentary Literacy Group Commission.

Williams, D. (2014) Formative assessment and contingency in the regulation of learning processes. Institute of Education, University of London.