TLC 3-Feedback. Kirsty

TLC3: Feedback

 

 

This TLC meeting focussed on consolidating all the great work staff had been doing over the past couple of months both in and out of TLC meetings. It started off with an engaging, fun activity of feedback bingo, with descriptions of feedback apps and Ofsted criteria that linked with the use of feedback and marking.

 

Once the prizes had been handed out, we got onto the main task in hand! Each group had to produce their own presentation to show the group as explained: 

Some really great sharing of resources and ideas happened over the next hour. Perfect examples from all different faculties and departments were discussed and the trios/ quads worked together to create a visual display of the feedback ideas they had incorporated into their lessons since the first TLC session on feedback.

The first trio created a presentation using keynote to display their ideas. Some of the ideas they shared are as follows:

Another group created an educreations to show the progress they had made in regards to using feedback effectively to close the gap in lessons:

Overall, so many ideas have been tried and tested within lessons, with the 'take a risk' culture being incorporated into lessons and the rewards of this are clearly demonstrated within the presentations above. Feedback has become an integral and effectively used part of lessons at Rossett, with the gap being closed upon receiving and acting upon feedback. 

TLC session 3- Feedback- Richard/Michaela

TLC session 3- Feedback- Richard/Michaela


We started with a game of bingo to connect the session and link back to what we have worked on in the previous sessions. Each TLC memember filled their bingo card with different forms of feedback and then the bingo caller (TLC leader) called out descriptions of how different feedback can be used, and the TLC members had to tick off any methods of feedback that would be suitable. I.e. This method could be used to give oral feedback whilst editing a photo of a pupil's work...The answer could be Educreations. Of course, there was the possibility of more than one answer but the point of the task was to recap the different forms of feedback and their uses in a fun way with a sweet prize for the winner...chocolate (always a winner)!

We also refreshed people's minds regarding DR ICE and the key ideas behind it. Feedback from the group showed that they found this useful and it helped them think about how their feedback can be used to "cover a lot of areas" and how they "feel inspired" to achieve the DR ICE principles in the future.


The TLC memebers fedback that they most enjoyed "sharing their presentations and getting feedback from colleagues about what they could do to further improve". As there was enough time allocated to sharing what we had done and giving feedback and suggestions, people said they got a lot out of this part of the session. Having enough time to really share ideas and talk about how things had gone was something that coleagues had commented on last year and therefore allowing enough for sharing in this year's sessions has proven to be popular.

Following the 3 sessions in our individual groups, we would like to think that the colleagues in our group will be able to gain and impart inspiration and motivation when they go on to work with other colleagues and that they will continue to use the various methods of feedback to improve teaching and learning. Here's some of the feedback we received:

TLC 3: Sharing Ideas on Differentiation

This was an excellent session in which all staff contributed a wealth of ideas on differentiation.

Differentiation by task was popular, for example offering students a choice of questions to attempt. Some departments labelled these bronze, silver or gold, good, great or amazing, or linked them to grades. Solo Taxonomy is being used across many departments to encourage independent learning. In Drama, students are allocated very specific roles which allow stretch and challenge. Differentiation by outcome allows students to show their learning in a style which suits them, iPads are a great tool for enabling this. In Art students have presented their artist research in a huge variety of ways including Prezis, leaflets, boxes and even a 3D gallery. Homework tasks offer a good opportunity for differentiation by outcome. Differentiated assessment helps students to act on individual feedback. A good example of this in action:

Differentiated support is used very well, for example by MFL:

Differentiated target-setting can be teacher-led but students can also self-select, for example choosing which task to attempt. All staff have high expectations and make these clear to students.

Differentiation by resource is also done very effectively:

One final point to remember is that it's important to consider differentiation when rewarding success. It was brilliant to see and share so many great examples. Differentiation can be explicit or invisible, it can be teacher-led or self-selecting by students, it can happen in the classroom or as part of homework. A huge thanks to all staff who shared their excellent work.

TLC 3 - Questioning (Amanda and Scott)

Examples of questioning techniques presented by the group:

Ensuring think time for answers. 

http://teachertoolkit.me/2011/11/04/pose-pause-bounce-pounce/

You say we pay! To develop questioning within a class.

Mike Sweetman using Tellegami App in classes and for hw:

http://youtu.be/mlhNB-cRSOc

John Clemitson using a customisable question generator to understand ICT terminology.

Vanessa making blooms taxonomy obvious to classes to show how to deepen thinking.

TLC 3 - Feedback - Mr Bulmer's Group

The aim of today's TLC session was to...

And the staff began by looking at their use of feedback and linking it to the DR ICE model with the following results.

The staff were split into groups of teachers and presented their findings so far based on the following outcomes:

Philippa, Tom, Stuart and Danielle

Rowena, Dani, Sharon and Dave

http://www.educreations.com/lesson/view/tlc-presentation/13369437/?ref=appemail

Anton, Surinder and Leila

Written by guest facilitator Dave West

TLC 2- questioning.

During this session, the focus was on discussion and feedback if questioning techniques and strategies that we have used successfully, as well as picking up new ones. We used post it notes to jot down a few of the techniques that we had already been using and stuck them on the board.
Staff then returned to the board to select some techniques that they haven't encountered before and were curious to explore.
A few examples can be found below:

http://learningspy.co.uk/2011/09/24/questionable/
http://www.facinghistory.org/resources/strategies/teaching-strategy-question-fo

http://learningspy.co.uk/2012/02/04/how-effective-learning-hinges-on-good-questioning/ 

This lead to a really fruitful discussion about what types of questioning strategies have been successful in the past, how we can adapt tasks and activities to develop questioning, and how questioning can be applied in different parts of the lesson as well as for different subjects.
The interesting thing was how many of the cross curricular activities could be adapted to subjects unexpectedly; PE strategies could be adapted for Business Studies or Maths for example. I thought this was a real benefit of the session.
It's clear questioning is a tool we are all using in a variety of ways to challenge, extend and support our students. Staff left with a post it note containing more strategies that they will be trying to incorporate into lessons over the next few weeks, the results of which will be fed back during TLC 3. We'll be discussing the impact of these strategies then.

TLC 2 - Feedback (Kirsty, Mich, Mark and Richard)

We chose to look at e-feedback in this session and shared different methods with colleagues. 

We discussed various apps/websites and how they could be used, such as:

Edmodo (written feedback, clear workflow)
Explaineverything (class feedback, great for differentiation- allows students to work at their own pace)
Showbie (media-based work, great usability)
Socrative (aids planning, quick feedback)
Google Drive (peer assessment)

Furthermore, we put the ideas in practice by trying out different methods within the session, such as Explaineverything.

Colleagues noted that of course, some of these methods could be substituted by the traditional written feedback in exercise books etc, but they appreciated how many of these methods were more appealing to students and had other benefits such as being able to share the resources with colleagues and use them again in the future. Furthermore, that some were more useful than others, depending on the subject. 


Comments from colleagues are shown on the attached photo:

 

Colleagues set themselves targets to try out a form of efeedback before the next session and we have already had examples of this shared amongst the group, such as:

http://www.educreations.com/lesson/view/as-bio-mini-mock-commentary-q2-4-6/13083859/?s=TlrZuW&ref=appemail