My personal blog and reflections after a month of new structure adopted. Thoughts and comments welcomed at:
– @aknill on twitter
Since I started at my current school (in 8th year) I have often been criticised or told I mark in too much detail. To be fair at times I have been guilty of that. I am always seeking a balance between a method that allows me to keep up to date and gives detail to pupils on how to progress in my lessons. Recent policy updates means that on my 2 x 50 min. lessons a week and one homework every week I am expected to mark books at least once every four lessons or two weeks.
My marking ideas were recently mentioned in a post I wrote on my personal blog (http://mishmashlearning.wordpress.com). My lessons are differentiated around the 5 solo taxonomy stages. I cross reference the stages to levels in geography approximately as;
Level 3: Unistructural to a list at Multistructural
Level 4: Answering tasks using complete sentences at Multistructural
Level 5: Explaining answers, providing supporting materials at Relational
Level 6: Comparing / contrasting answers and linking the geography of their answers to named case studies
Level 7: Evaluating answers, developing solutions to issues and showing independent learning skills through
Use of their own case studies or localities
Our pupils’ individual targets are based on their Key Stage 2 APS (Average Points Score) plus two levels progress as a minimum. By the end of the key stage in year 9. Each term they are reminded of their upto date target for that half of the year and the corresponding solo stage their classwork should be at consistently. Work above target is scored as 1, work on target is scored as 2 and work below target is scored as 3. Two consecutive 3s triggers an after school recap where work from those lessons is reviewed and developed to at least the target standard. I am the only one in the department applying this against Solo but so far so good.
My comments are threefold:
FB Feedback This comments on that lesson’s work and aspects done well.
FF Feed Forward. This is about an aspect of their work or a repeated error or specific correction required.
Task. This is a read and reflect, spelling corrections, redraft an answer – the aim is to prompt student
Reflection and action.
The pupil response time is allocated as Direct Independent Reflection Time (DIRT) either after the ‘mindfulness’ starter or in the teacher’s
stage of the lesson. To check comprehension of standards expected pupils are involved in:
SA. Self assessment solo stage identification
PA. Peer assessment solo stage identification
FF. Feed forward in different combinations in individual lessons.
Thoughts / feedback is appreciated and thanks for reading.