As every school does we wanted to improve the quality of T&L and I am a firm believer in doing this through the sharing of good practice, as we have, and had, loads of great practitioners in school in lots of different departments. To share all of the ‘gems’ that everyone had in their toolkits we put together ‘Robert Blake’s Best Bits’ which is a collection of all the bits that make our teaching great. We asked every member of staff to contribute at least one idea that could be used generically by other staff in other subjects around the school, all of which were completed on a common format of a powerpoint slide. These were then collated, organised into different sections and shared with staff. Immediately we had helped create a culture where people were more open about sharing their teaching and helping others. The off-spring of this was we had more staff doing learning walks to see these gems in action in the classroom and T&L took on a greater priority with staff.
Resource. NSL TeachMeet presentation (PDF)
From this we wanted to further embed the culture of sharing T&L so we created the ‘Learning Lunches’ where every fortnight we would put on a buffet (£1.50 per head!) for teachers where 3 ideas from RBBB would be presented and explained. This led to a huge uptake in the ideas and the resultant conversations that were generated as a result of seeing the idea. Our SENCo then developed the idea for LSAs (as we couldn’t fit all staff in our food room where we have the Learning Lunches!) as they have a Learning Breakfast every fortnight, during PSHE lessons, to share their best practice.
The beauty of RBBB is that any one person can initiate and develop the idea. As a class teacher you can create your own ‘best bits’ then begin to share with other people, hopefully making the scheme whole-school. The Learning Lunches can happen informally without providing lunch for staff but putting on the buffet is hugely appreciated by staff who value the school’s commitment to developing T&L.
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Why? We wanted an efficient way to communicate the students strengths and weaknesses to students based on their most recent mock. We saw the value in a question by question breakdown but it seemed time consuming.
Possible solution. We made a feedback sheet that had space for a question by question breakdown and comment on where to revise. We then used a mail merge to drop individual results into the sheets.
Outcome. The students said the detailed feedback really helped them focus their revision. Allowing them to work on the topics they needed to instead of succumbing to the temptation to just practise what they were already good at.
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Head of Maths
Feedback. Please let us know how ‘mail merging student test results into feedback sheets’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why? In Art & Design we mark students coursework & exam projects numerous times before the final marks are submit at the end of the course. I found that students would occasionally lose the odd feedback sheet & sometimes even the assessment booklets I provided.
Possible solution. To make certain we have a clear record of progression in sketchbooks, I adapted an assessment worksheet I saw at Redland Green Art Department for our GCSE & A-Level classes. It is just one A3 assessment sheet which clearly shows the progression students make over time in each of the assessment objectives. Every time work is marked, I do it in a different colour pen and pupils can see their work gaining more marks as they redraft & build up their projects.
GCSE Marking Progress Sheet (editable) – Easily adapted for any subject!
Outcome. Pupils & teachers can see clearly see on one page (which is stuck into sketchbooks) where they are making progress and the areas in which they need to improve.
Art Teacher / Artist / Leader
Feedback. Please let us know how ‘Tracking progress over time’ worked for you. Leave a comment on this post or tweet us at @nslhub.