Lazy Marking | Whenisitdueinsir
This year the timetable has given me 4 Year 9 groups. I am in the middle of marking their books for the first time this term. I want to set them some early year targets, so as to focus their minds on making progress. So this year I am trying a different version of this. The list is here ……Early Y9 targets Under the comment I wrote in their books, instead of writing out 2 different targets for about 120 pupils over and over again, I just wrote down 2 numbers instead. I like setting the targets like this because it has the advantages of: saving me a LOT of time when markingallowing me the chance to explain what some of the targets mean to the whole class, so pupils don’t just ignore themBecause pupils write them down themselves they have to spend some time reflecting on what they meanIt is quicker than giving them a choicethey all start the year with the idea of improving being high in their minds (hopefully) Like this: Like Loading...
Marking Matters
Like most teachers in the autumn term, I have set myself a few targets, some of them to do with marking. I’m going to make sure that I mark student work regularly, make it useful and get students to do something with it. In search of a bit of inspiration, I read two great blogs on this subject over the weekend. The first was by the marvellous David Didau (@LearningSpy) entitled ‘Marking is an act of love’. In it, David talks about the strategy of ‘DIRT’ – Directed Improvement & Reflection Time. The second blog was by Mary Myatt (@MaryMyatt). “When it comes to giving feedback, reasons should always be given for the comment. So, these two articles made me reflect on a flow diagram that we have used at DHS to describe ‘effective feedback through marking’. Download a copy here. The key points from it are: I’ve been doing DIRT with my Y10 and Y11 and they engage with it really well. Like this: Like Loading...
ESL Movies Worksheets English vocabulary, printable worksheets
ESL Lesson Plans & Resources for Kids Kiz School provides: Video Tutorials, PPT, Interactive Games & Quizzes, Printable PDF Worksheets & Flashcards, among others. You don't need to be a professional teacher to use our materials.It is an effective, affordable private and public teaching solution for parents and schools. English For Kids Free ESL for resources for kids are one of our best offers. Worksheets for Kids include: Word Puzzles , Phonics and phonetics worksheets, coloring worksheets, video and music worksheets.ESL FOR KIDS We have video slide shows for Young learners in six different grades beginning from easy to difficult. ESL Kids Lab : Fantastic Free Resources for Kids Fun Games for ESL Teaching ESL Fun Games and Activities for the classroom. More Grammar & Vocabulary Exercises Grammar and Vocabulary can be learnt and practiced using these free interactive exercises for online learning. ESL Downloads: PPT & eBook zip files Learn Chinese - Free Chinese Lessons Sites Not Related to ESL
Public Critique
During our monthly TLCs at Temple Moor we have recently been focussing on student ownership of learning – alongside this the Learning Team have been working hard on designing and implementing a creative, realistic and purposeful assessment policy for the whole school and faculties. For me the term assessment or marking can lead to a confused message – we need to focus on feedback, specifically the quality of feedback given either by teachers or by students to each other. Peer assessment is obviously an important part of feedback and as Black and William (2009) stated one of the five major strategies for effective assessment for learning is “activating students as the owners of their own learning”. …the usual comment – does the missing “it” also show that students don’t put a great deal of time and effort into their comments for each other? Public Critique A huge thank you to Darren Mead and Neal Watkin for showing me the way on this. Be KindBe SpecificBe Helpful Like this: Like Loading...
Authentic Assessment Toolbox Home Page
to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning. Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment. Why has authentic assessment become more popular in recent years? After a brief overview, follow a detailed, four-step process for creating an authentic assessment. All good assessment begins with standards: statements of what we want our students to know and be able to do. Authentic assessments are often called "tasks" because they include real-world applications we ask students to perform. To assess the quality of student work on authentic tasks, teachers develop rubrics, or scoring scales. A guide to constructing good, multiple-choice tests, to complement your authentic assessments Wonder what a term means? Jon's Book
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Julie.A.Ryder | The start of the journey.
@Westylish's Blog: The Impact of Personalised Video Feedback on Sixth Form Hi...
This year I have been working on videoing the feedback that I am giving to my sixth form students. My AS class produced an essay on the extent to which Hitler's consolidation of power was achieved in a legal manner. I then videod the feedback and the students used the feedback to improve their original draft using DIRT. Initial reactions suggested that this method was a very effective way of disseminating feedback with the student voice being very positive and the DIRT showing that the students had made real progress towards their targets. The students then produced a second essay on the reality of the 'Economic Miracle' within Nazi Germany. The students selected three targets that they received last time and applied them to this essay. When the students handed their essays in and I videod my feedback I began by focusing on these three targets and whether I had felt that the students had met them.
Online Speaking and Listening Exercises | Speech Peek
Reflecting on teaching in 2013-14 (the routine) – what went well, what needs to be improved? | mrbenney
The routine- Friends 1999 My reasons for writing this blog are purely selfish. At the start of the Summer holidays Harry Fletcher-Wood (@HarryFletcherWood) posted this blog where he reflected on his teaching over the academic year, looking at what went well, what didn’t go so well and possible tweaks for the next year. I thought that the blog was an excellent idea in terms of pausing to reflect (as this is something we rarely get time to do during the school year) and to see what I’m doing well and what I can improve on. I have been teaching for 15 years. When reviewing the year I am going to look at my “routine” that has been developing since January. Planning Central to all my planning are three key documents and the learners’ books (more on that later). The third is the 5 minute lesson plan by @TeacherToolkit. Using the scheme of work, I identify the overarching aim of the lesson (e.g. I decided not to share this with the pupils. So what else has gone well in 2014? Plenaries. Like this:
