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Colour-coding activities and card sorts work well - these can be differentiated on so many different levels.

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Colour-coding activities and card sorts work well - these can be differentiated on so many different levels.

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Less is more - focusing on one piece of extended writing as a class e.g. English using verbal contributions to put a piece of extended writing together - students then unpick this after in their books.

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Less is more - focusing on one piece of extended writing as a class e.g. English using verbal contributions to put a piece of extended writing together - students then unpick this after in their books.

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Great use of peer marking in English books

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Very encouraging comments at stages in the learning, not necessarily asking for their feedback but building strong links

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Very encouraging comments at stages in the learning, not necessarily asking for their feedback but building strong links

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Using the speech recorder

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Using the speech recorder on  Showbie
Meaningful dialogue - teacher
and student conversing rather than one way.

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Kate Steph

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Focus on precise literacy, and key words rather than reams of waffle

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Time obviously given to

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Clear objectives on showbie helps pupils to reflect clearly and use key terminology

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Girls are better at structuring their bookwork to use as a revision resource. Boys don't spend time writing titles or headings unless they are reminded or this is modelled. 

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Girls are better at structuring their bookwork to use as a revision resource. Boys don't spend time writing titles or headings unless they are reminded or this is modelled. 

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Love the Big Idea Science. Share ideas and build them into their own. Lots of scaffolding

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Love the

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Trying to maintain their confidence and self 

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Trying to maintain their confidence and self 

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Trying to maintain their confidence and self when they are struggling with the content required 

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Trying to maintain their confidence and self when they are struggling with the content required 

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Dit happens THROUGHOUT a Unit NOT KUST AT THE ENDclear dit tasks (personalised in places) and students given time in lesson following marking to respond and correct misconceptions.

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Some pupils respond to feedback but some are not given opportunities to respond to marking or the marking doesn't allow pupils to respond. How do we build time in for dit And reflection more frequently in a busy

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Immediate verbal feedback

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Setting high expections intrinsically motivated to complete work
independantly

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Key

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Key words are essential!!!!

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Stickers and positive moments in /marking

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The books were so methodical. Students had a real grasp of a learning journey. Excellent for revision purposes. Students feeding back regularly on comments- not robotic comments but something more meaningful. A sense that the student means it rather than simply parroting the mark scheme.
Gareth

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Teacher filling in blue sheet for the low ability

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Teacher filling in

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How are LPA students responding to our feedback??

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How are LPA students responding to our feedback??