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Rubric rating - good

Be A detective - Enjoying using this. Pupils struggled to adapt at first, but it is becoming a habit. Have mostly used with Senior pupils in written work. Yet to experiment with practical (a lot of options there) and BGE is the next goal.

Have another go - Goes hand in hand with the above. Using the script of 'Have another go' is strong and pupils now know that when we are being a detective, they know the next step is for them to fix it...this is making them think hard & engage in the feedback better. That being said, some pupils struggling with this so need to differentiate better.

whole-class feedback - My plan was to focus this on S4 Practical Cookery, practical lessons. Have tried it one 3 occasions, have struggled to find the best way to work. I am going to keep trying as I am certain it will bring me some tangible changes. This is also trying to break my own habits of on the sport feedback...not an easy task!

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Show Me Boards - implementation of show me boards consistently for starter with Nat 4 class. Gives feedback on understanding of previous learning.

Be A Detective - find and fix answers with Nat 5 class

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Live Feedback - National class - use of iPads to give each other feedback. Support in writing up N4 booklet. New resource of using iPads to give feedback.

Whole class feedback - finding common mistakes. Linked to spotlight assessment activities. Having someone in class give the whole class feedback

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Live Feedback & Whole Class:

Used mostly with N4 & N5 classes, which has been effective for the booklet / portfolio.

Giving general statements “if you’re someone who has done the following…” and letting them figure out how to correct / seek help from there.

This has been much more efficient than giving individual feedback - particularly in written form.

For those that don’t get it first time or after the whole class feedback - easily singles out who needs 1-to-1 or study support for the extra detail.

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Review so far:

I have started to incorporate the chilli pepper challenge to my LI for my S2 pupils. I want to continually revise nutrition with pupils as the concepts are slightly more difficult to grasp. Pupils need to know the functions and food sources of different nutrients, so I have developed three levels of question for starter tasks. The first level is writing two food sources and one function, the second level is writing one food source and one function and the third level is writing one function or food source only. I have also made it so that the nutrients vary in difficulty (ie. Most pupils find macronutrients easier than micronutrients).

I have not used confidence measures yet but hope to start using this soon.

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I am using the whiteboards more often in the starters tasks, 4/5 quick T/F questions.

Drill down, push for perfect- I’m pushing for more in depth answers rather than just accepting what they say then explaining myself what the correct answer is. Asking for justification for their answers.

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Whole class feedback - this one has been great, takes away any embarrassment and helps depersonalise any criticism.

Be a detective - getting a fair bit of resistance, have been trying it in a variety of ways. Learners get frustrated when I don’t give them the answers.

Scanning - trying to get into the habit of this. I will be working on this soon.

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Questioning

Bounce - using in more classes and is encouraging all to listen and engage

Drill down - using more in class and learners getting used to having a follow up question so thinking more about their answers more before being asked. Pupils are thinking more about the why/explain part

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Effective Feedback

Rubric rating: Between Good & Very good

Review

My use of show me boards combined with several questioning techniques means most learners can explain why feedback has been given (clarity)

To move to very good for evidenced-based I need to have most receiving detailed and constructive feedback. Although I feel pupil focussed, actionable are very good, I could improve dialogic from good to very good by engaging most pupils in the ongoing dialogue of their progress.

Next Steps

Continue to use show-me boards with added 'confidence measure'. (1 = guess, 2 = think I’m correct but not sure, 3 = 100% sure) and differentiating questions based on response. Eg how to ensure 1s are learning (they record feedback)

Begin 'Feedback record' trusted technique. Higher: At back of their jotter record feedback. Start with 1,2,3 responses from show-me board activities.

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Drill Down: Pupils are starting to think more before giving their initial response knowing that there is a chance that they will be asked to further clarify what they mean.

Rubric Rating - Good, not used all the time

Next step - Being more consistent in using this and pushing for perfect

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Review: Haven't tried show me boards yet but cold call has been good at encouraging engagement and encouraging pupils to attempt to give an answer even if they aren't 100% sure. Chat to a partner has been working well and encouraging pupils to give an answer as they feel as though it is more of a 'team effort' so not embarrassed if they get the answer wrong

Next step: Try to give longer thinking time before cold calling (this is the question, I'm going to ask someone in 30 seconds, etc, so pupils know someone will be asked but have thinking time first so they can prepare an answer). Next step for chat to a partner is to continue using this questioning technique and try to use it more.

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Show me Boards

Using in more classes and pupils are ready and willing to engage in task

Exit Passes

Trialling in more classes and pupils are getting into the habit of ending the lesson with an exit pass

Next Steps

Continue to use in all classes creating habits and pushing to engage all

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Review

Show me Boards: Pupils share their answers on the boards and show all at the same time.

Drill down: When pupils show board and get a response, asking pupils ‘why?’ To get more in depth answers.

Next Steps: Using confidence measures for pupils to put a number at top corner of boards.

1 means ‘It’s a guess.’

2 means ‘I think this is right but I’m not certain.’

3 means ‘I’m certain.

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More questions more often: trying to use trigger words to remind myself to use more questions more often. Starting to plan and write down questions prior to lesson. Making sure pupils participate and extend their learning and promote critical thinking.

Show me boards: allow me to differentiate and get a strong sense of pupil engagement. This will allow me to further develop and extend pupil thinking.

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Review

Pause - good to give all pupils the opportunity to “think”.

Patient Hands - good to engage all learners and make all learners think.

Bounce - good to expand on pupils answers / work together to increase each others knowledge.

Rubric Rating

Good for participation.

Next Step

Focus on improving from good for participation to excellent.

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Coax it out- classes are getting used to the new practice, and have begun to gain confidence in giving answers Good

Drill down- improving. Gradual improvement in quality of open questions. Satisfactory

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Review: Continue to utilise 'Patient Hands' & 'Pause' with classes so that it becomes an expectation in lessons. So far, it has been useful for given pupils adequate thinking time - producing better quality answers.

Rubric: Pace & Challenge = very good.

Next Step: Utilise 'Amplify' in order to spotlight pupils quality for answer, following the thinking time that they have had through 'Pause' & 'Patient Hands'.

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Review: Show Me Boards: Has been good for checking whole class understanding, easy for pupils to copy person next to them’s answer.

Rubric Rating: Particiation: Good

Next Step: Emphasis on hiding answers from others in class before showing to identify gaps in learning.

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Review - Bouncing questions can ‘stall’ with knowledge gaps in the class. How do we differentiate this effectively?

Rubric - TBC. Promoting curiosity VG

Next Step - Focus on linking bouncing questions with drill down to ensure thinking hard.

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Show me boards: pupils ready to engage. Looking to involve confidence measures asap

More questions, more often: learners always ‘thinking hard’ for answer or making clear they do not understand/have the knowledge

Reflect - still on going trying to reduce passive learning in class by asking more questions more often

Show me boards at OGH to make their use easier and embed further

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Patient hands - taking time to allow pupils more thinking time.

Rubric rating - BREADTH AND DEPTH - Very Good

Next step - Use the power up questions “I am looking for more hands up”

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Review: (pause) I have began pausing more when posing questions to allow pupils more thinking time, to then gain a wider response when the class is feeding back. I've found it has helped in some instances however still building habits to ensure quality conversation.

Rubric Rating: floating between good and very good for participation dependant on the class

Next Step: Continue to create the habits within classes to drive quality thinking time when pausing.

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Review: Choral response: good for emphasising key learnings, but hard to identify gaps

Rubric rating: “Good” for breadth and depth

Next step (technique): Changed my focus to Pause: give pupils more time to think, improve quality of responses.

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More questions more often: Pupils are 'ready' and ensures all are thinking of an answer but no evidence to show all have an answer.

Drill down: Pupils are really thinking of the 'why'. Challenging higher order thinking. Difficult for lower level pupils.

Next step: Use pause to allow all pupils for thinking time.