Tag: progress

How to use a one sheet feedback crib sheet

I first heard about marking sheets a few years back, but they were often used in conjuction with a mark book and purely for the teacher to see. Since then many of these feedback/marking crib sheet designs have floated around on Twitter- with the main difference being sharing this information with students. I first saw the idea from @MrThornton who (I believe) shared this idea first. This was then followed by @Jennnnnn_x ‘s version and I decided I had to have a trial and see what the hype was about. My version combines the two templates and works as follows: img_1350

  1. I carry out a book look through all the books- making notes as I go.
  2. In the heart shape I identify the names of students who have done very well.
  3. Identify those who need to finish work (and what the piece of work is).
  4. Check to make sure that there are not any misconceptions-if there are write an explanation of what that misconception is.
  5. List out the correct spellings of commonly misspelt words.
  6. In the “steps to progress” section list a number of tasks that students can complete to make progress- these tasks are differentiated.
  7. Photocopy the sheet for the class- give one to everyone.
  8. Students write out all spellings (I made everyone do this- practice makes perfect!)
  9. I made sure students who had unfinished work had the resources to complete.
  10. Students picked 1-2 tasks from the list and completed them. I told them to pick tasks IMG_1344 (2).JPGthat they felt challenged them, I checked which tasks they were completing and advised them to complete a different one if more appropriate. In future I might make a list of names of each student who should complete which task and display it on the board to ensure they are picking the appropriate ones.

 

 

 

 

 

 

Reflective thoughts

+ it is definitely workload reducing- I “marked” 2 year 10 sets in one hour

+feedback can still be personalised

+ students want to be in the heart shape- it promotes positive ATL

+ students still make progress and close the gap in the knowledge/ skill they have not understood

–  it can’t be used in isolation- students still need traditional feedback

– Next time I would definitely tell the students at least one task they should complete.

 

 

How to differentiate without more resources

A quick way to differentiate without 10 different worksheets. Give students options with how they present/ apply their learning. For example:

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ThChallenge descriptionse use of options allows students to chose the activity they are most suited to- and there are no obvious “you do this task because you are targeted an A, you do this one because your target is a D”. To  try and help student’s chose tasks are often categorised with a key “S”, “D” or “Q”. Students know what the codes mean with the use of the key to the left- and surprisingly they don’t all chose the easiest one!

 

 

The main benefits include:

  • Greater effort from students- they have ownership of the task and as a result general produce better outcomes.
  • Pupil voice has been highly positive.
  • This is not resource heavy, it is not time consuming.
  • It is personalised learning- stretch and challenge for all.

 

So some ideas for option tasks (many thanks to all the people who gave me these ideas in the first place):

  1. Create a leaflet which…
  2. Create a newspaper article for the following headline …
  3. Create 5 newspaper headlines to show different viewpoints.
  4. Create a storyboard to show….
  5. Write a diary entry/ blog post/ letter/ script/ poem.
  6. Create a mind map.
  7. Draw 10 images which show….
  8. Create a model to show…
  9. Design a machine which…
  10. Produce a collage that…
  11. Design a lesson starter…
  12. Write a quiz which tests…
  13. Produce a word search with 10 key words…
  14. Create a facebook/ twitter/ snapchat page
  15. Design a google logo…
  16. Create a timeline to…
  17. Interview 3 people on their opinion on…
  18. Draw/write a before and after…
  19. Create a game which…
  20. How would you prove … design an experiment to prove it!