# data[].attributes.headline
Have you read  - Perfect Assessment for Learning by Claire Gadsby ?

# data[].attributes.subject
Have you read  - Perfect Assessment for Learning by Claire Gadsby ?

# data[].attributes.headline
How to work with learning support  - some ideas 

# data[].attributes.subject
How to work with learning support  - some ideas 

# data[].attributes.attachment_link.readable_text
Marking is an occupational hazard for all teachers. Whilst ' The 5 Minute Marking Plan' cannot do your marking for you (sadly) it will help you focus on the job in hand and help ensure you maximise your students' learning and your own. Written by @LeadingLearner - Stephen Tierney.

Download on TES Resources:

This planner adds to a growing number of 5 Minute Plans, including:

1. 'The 5 Minute Lesson Plan' and

2. 'The 5 Minute Assembly Plan' and

3. 'The 5 Minute Interview Plan' which are also available on the TES website.

The thinking that underpins the plan:

...seeks to highlight those elements of marking that have greatest impact on learning, namely:

Sharing the key marking points (you may refer to these as success criteria). A student is much more likely to be successful if s/he knows where they are going. This is all part of teacher clarity.

Giving clear feedback to students about their work, comments only marking, but crucially making sure they respond to your marking by correcting their work or re-doing it, using your comments to guide them to a higher standard.

The time spent on marking students' work must also help you identify common errors, so you can:

Require students to correct and improve their work.

Re-teach elements of the lesson, scheme of work, programme of study or syllabus to help close key gaps in students' knowledge, understanding or skills.

Inform future teaching programmes.

'The 5 Minute Marking Plan'

...found on the TES website, includes the plan; plus an explanation of how to use it and a great PowerPoint containing the full plan and exemplars.

Context: What each section means?

The big picture?

What is the purpose of marking for this piece of work / project? Try to be clear right from the beginning how the time you spend marking will improve teaching & learning.

Summative marking:

Grading system: Are you going to use GCSE or A-level grades? Is it levels or have you started to think about a post-levelling world? Is it a numerical mark out of 10 or 20? Does the school, department or phase have an agreed system for teachers to use?

Formative Marking:

Comment System: Do you have an agreed way of giving comments on students work - www (what went well), ebi (even better if), ioti (in order to improve), three stars and a wish? Have you given thought to numbering / lettering the key marking points, shared with students, so teachers can give comments via numbers / letters instead of writing out comments in full? Will you annotate the piece of work by putting the numbers / letters against the corresponding questions / text?

Key marking points to share with students?

This is absolute critical. First of all teachers and then learners need to be clear what marks can be gained for. It's all about teacher clarity. Sharing the key marking students with learners before they start the work will really help improve their work. Don't forget to include a bit of "spoof assessment" to help learners understand what the key marking points are. You can give learners two answers of different quality and get them to assess them using the key marking points - can they grade / level the work and give reasons why. Another approach is to give them the different pieces of work and get learners to rank them and identify the main reasons why one was better than the other - can they give you the key marking points?

Common Errors:

Identifying common errors across a number of learners' work is an important part of diagnostic assessment and links to other parts of the #5MinPlan - Re-teach; Student response to feedback and What should be changed in activity / SoW (scheme of work).

Re-teach:

...is there an important part of the module, topic, lesson that learners just haven't got. Don't worry it happens to all teachers. The important thing is to spot the "gap" in learning and then go back and address it again. Plan the re-teach: What, When, How & Why?

Student Response to Feedback Required?

Once you've spent time putting comments on learners' work they must go back and either correct errors or redo areas of their work that needs improvement. A good strategy is to give students time to correct / redo the work during the lesson when the work is handed back - this is a key part of them improving and learning. Think about it, every student has a personalised action plan of ebi / ioti / a wish (or two) to work on.

What should be Changed in Activity / SoW:

Is there a gap between the learning you wanted and what actually happened when you looked at the work submitted by the learners? Think about the activity or scheme of work - are some tweaks needed or a major rethink? What do colleagues think who have also taught the activity / SoW? This is a powerful way to improve the teaching programme whilst things are still fresh in everyone's mind.

Peer/Self Assessment Opportunities:

Learners need to develop these skills and it's worth investing time in particularly as part of a whole school / department / phase approach. Make sure the learners have the key marking points available to them. Try to get to the point where before you mark a very important learner's piece of work it has gone "self, peer, self" in terms of assessment & improvement before you look at it.

What should/should not be marked:

This can be a hard one for teachers. We want to mark everything but quality and quantity can create problems. Go back to "The Big Picture". Why are you marking, what will add most value to the teaching & learning?

Remember, there is no need to complete every box they are there as a guide for you to use.

With special thanks to the staff at Grieg City Academy who tested an early draft of the plan, and to Sam, Cathy, Jenna and Clair who produced a set of Key Stage 4 exemplars (PDF Resource) in just over five minutes, which is great going for the first attempt at using the plan, at very short notice.

Examples:

With a bit of practice, the plan becomes more familiar and easier to use - we may need to rename it 'The "sub" 5 Minute Marking Plan' before too soon!

The last few weeks has been my first major "collaboration in the ether" with @TeacherToolkit and this has been central to producing the marking plan. I hope it won't be the last, as genuine collaboration is not just great fun, but can also benefit both parties. If you ever want to show the power of collaboration here is the first draft that @TeacherToolkit and @LeadingLearner managed to produce.

What an evolution!

The original plan:

Here is a link to St. Mary's Catholic College Marking Policy posted here shortly. It will contain a bit of "pull, push and nudge" to try to ensure quality marking & feedback is given to all students.

Enjoy!

End.

Some post-feedback:

# data[].attributes.attachment_link.description
Marking is an occupational hazard for all teachers. Whilst 'The 5 Minute Marking Plan' cannot do your marking for you (sadly) it will help you focus on the job in hand and help ensure you maximise your students' learning and your own.

# data[].attributes.attachment_link.keywords[]
cornwall college moodle: log in to the site

# data[].attributes.attachment_link.title
Cornwall College Moodle: Log in to the site

# data[].attributes.attachment_link.description
This is your virtual classroom. For queries to do with this Moodle site, please use the email provided.

# data[].attributes.headline
Learning Intentions/Learning Outcomes/Success Criteria ...... confused ? I am.....

# data[].attributes.subject
Learning Intentions/Learning Outcomes/Success Criteria ...... confused ? I am.....

# data[].attributes.attachment_link.title
Learning intentions | Assessment for Learning

# data[].attributes.attachment_link.description
The teacher shares this learning intention with her students, either orally or in writing. Sometimes the learning intention is written on the board and shared with students at the beginning of a lesson or unit. At other times it is not mentioned until after the engagement activity.

# data[].attributes.attachment_link.description
Teacher Rich Walters presents an easy lesson idea to facilitate peer-to-peer assessment, using a pack of post-it notes and three categories of questions. The pupils tackle a range of questions, classified as standard, challenge and super-challenge, then check their answers against their peers'.

# data[].attributes.headline
This is from 2009 but some of it is still useful especially the bits on feedback.

# data[].attributes.subject
This is from 2009 but some of it is still useful especially the bits on feedback.

# data[].attributes.attachment_link.title
Positively MAD Teaching Tip #9: Questioning Skills: Responding to Questions

# data[].attributes.attachment_link.description
http://www.positivelymad.com/ This is the 9th in our series of brief but effective positive teaching tips. In this episode, we provide 3 simple ways to respond to students' questions. Simple no-nonsense, bite-sized practical advice for teachers. Positively MAD stands for Positively Making A Difference.

# data[].attributes.headline
A film on how self assessment can work in a classroom setting when measured against agreed success criteria.  The teacher then promotes peer learning. 

# data[].attributes.subject
A film on how self assessment can work in a classroom setting when measured against agreed success criteria.  The teacher then promotes peer learning. 

# data[].attributes.attachment_link.title
demonstrating peer assessment - Bing video

# data[].attributes.attachment_link.description
A Peer Response Demonstration Peer to Peer Feedback Form Organizational Peer to Peer Feedback Peer to Peer Feedback Examples Videos On Peer Feedback Xtranormal Peer Feedback Alternative Assessment Sample Effective Peer Feedback How to Provide Peer Feedback Peer Review Examples Peer Feedback Sample Phrases Authentic Assessment

# data[].attributes.body
It's an example of how a primary teacher uses some AfL techniques, some won't be appropriate for FE but they could easily be adapted.  I like Think -Pair-Share and how students are always encouraged to self assess against the agreed success criteria. How can we adopt some of these approaches ?

# data[].attributes.attachment_link.title
BBC - Northern Ireland - For Teachers - NI Curriculum - Curriculum in Action - Assessment for Learning

# data[].attributes.attachment_link.description
The focus is Assessment for learning and deconstructing the learning process in two forms, formative and summative assessment.

# data[].attributes.headline
Just one view on how to improve learning and teaching 

# data[].attributes.subject
Just one view on how to improve learning and teaching 

# data[].attributes.attachment_link.readable_text
When a teacher who has been judged to "require improvement" asks for advice I always caveat it by saying that I can only offer the benefit of my own experience and a listening ear. But regardless of criteria, I do still remain vexed at the thought of consistently below-par teaching. Teachers who are judged in this bracket need to make a choice. They need to listen, engage and then act on the advice and develop. Or alternatively, they need to move schools or quit. It's an unsympathetic statement to make, but it is a reality.

I've worked with teachers at all levels, improving teaching and learning in departments and schools across London. Over the last two decades, in the majority of poor teaching I have observed, with beleaguered teachers I have mentored, or with staff who have simply got stuck, there is an inept lack of hunger to take responsibility for further improvement. This is something Carol Dweck calls, a "fixed mindset" in her book, Mindset.

Let us not neglect the fact that we are teachers in order to impart a love of learning, in order to gain qualifications, for our students. But, at no point should we stop learning ourselves. Earlier on in our careers we accept and expect the support and mentoring of a more experienced colleague. There is an appropriate dependency on others. We strive for greater independence as we begin to develop expertise and master the basics of being a teacher.

So what does a good teacher look like? Well, Ofsted head Sir Michael Wilshaw said in his speech to the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA): "One size does not fit all when it comes to being a successful teacher. We are satisfied as long as the children are engaged and learning."

Wilshaw is absolutely right. One size does not fit all and teachers should have different styles and methods but we can all be "good" using divergent approaches.

So what do you do if you have been judged to be "requiring improvement?" Primarily, do not hide. The issue will not go away. As a profession we need to move from dependence on others to a greater interdependence. This includes you and I as practitioners. As the headteacher of St Mary's Catholic College in Blackpool Stephen Tierney (@Head_stmarys) said in a recent tweet: "Take the next step ... Better never stops no matter where you are on the journey. Keep going and take people with you."

Some other tips include:

* Utilise the support around you and do something about it. Do not expect everyone to put the cogs in motion for you every step of the way. You are the professional. However, I do appreciate that support offered in schools will vary widely, especially from the senior leadership team. But in every school, there should be a cohort of good to outstanding teaching staff who are more than happy to help.

* Consider speaking with a clandestine group of teaching staff; these are the kind of staff who would jump at the opportunity to coach a colleague, yet have never been given the chance.

* As corny as it sounds, seize the day. Find your own coach. In or out of school hours. Whatever it takes, begin.

* Source your own professional development. There is an abundance of collegiality online, in various networks such as the GTN, Twitter and other forums.

I appreciate that this is not an easy challenge. School priorities; the leadership team, the students and life events can all make or break a good bout of enthusiasm in any teacher. Bereavement and a recent redundancy period created a blip year for me. This is entirely normal and acceptable, but not taking control of your own practice is unthinkable.

Teachers, soon after their induction year, can be left, indirectly, to rot in flagging departments and schools without support and mentoring to help shape and define their emergent practice. It is vital those standards are set high from the outset and that trainees are equipped with the mindset to be self-sufficient and reflective regardless. This can also apply to teachers well into their career and should be maintained and supported throughout.

There is also a responsibility on the school and those in the leadership team to hold underperforming teachers to account and ensure rigorous support and challenge. To ensure teachers produce a "good" lesson is a start; but what we must strive for, is for students to go from one good teacher to another good teacher, lesson after lesson in a secondary school or year after year in a primary school. This is the growth mindset needed to go from "requires improvement" to "good" to "outstanding" - both for the teacher and the school. To quote Dylan Wiliam, who always sums it up so fittingly: "Every teacher needs to improve, not because they are not good enough, but because they can be even better."
Ross Morrison McGill is an assistant headteacher and was Guardian Teacher of the Year in a secondary school in London in 2004. He is a member of the Guardian Teacher Network adviser panel. You can follow him on Twitter @TeacherToolkit or read his blog.
This content is brought to you by Guardian Professional. Looking for your next role? Take a look at Guardian jobs for schools for thousands of the latest teaching, leadership and support jobs.
Topics

# data[].attributes.attachment_link.title
How to move your teaching on from 'requires improvement'

# data[].attributes.attachment_link.description
When a teacher who has been judged to "require improvement" asks for advice I always caveat it by saying that I can only offer the benefit of my own experience and a listening ear. But regardless of criteria, I do still remain vexed at the thought of consistently below-par teaching.

# data[].attributes.attachment_link.readable_text
Stickability is a term used within the notable 5 Minute Lesson Plan.

I have decided to write a short post, based on the demand for clarification.

Definition:

So, that's the definition (above quote). Staying power!

Do your lessons have 'staying power?'

(or preferably, 'sticking power'?)

Regardless of all the other content written within The 5 Minute Lesson Plan, 'Stickability' is fundamentally what learning and lesson planning should be all about. With relation to lesson planning, it can be defined as the following:

1. What is the fundamental aspect of the lesson, you need students to learn?

2. What key skill, knowledge or understanding, should students grasp?

3. What should students leave your classroom knowing/understanding?

4. What should students return to class knowing/understanding?

5. Why should this 'stick' with students?

6. How will you make it stick?

And questions to ask yourself (the following lesson)?

1. How will you know that it has stuck?

2. And if students become unstuck, then what?

3. How and when should you focus on 'sticking' learning?

Twitter-collaboration:

I would like to quote a Twitter-colleague Stephen Tierney, Headteacher of St. Mary's Catholic College in Blackpool. We have formed an excellent dialogue via Twitter and are now co-collaborating on producing teaching and learning resources for the schools we both work in. This is exciting news in itself, never mind the exciting projects we are working on!

I make reference to @Head_StMarys and a photo-quote - shown below - due to the following lesson planning structure Stephen has shared:

This was produced here, in a response to my popular Good in Ten (Requires Improvement) CPD programme for teaching and learning. A model that can be applied in all schools. You can read more of his fantastic work on his blog here: http://headstmary.wordpress.com

The learning and lesson-planning model is a gem!

It is all about 'stickability'. Why?

As Stephen has rightly highlighted, that all 'Outstanding' lessons focus on 'the learning' and not 'the activity'. Where, learning gains are tight, the lesson plan can remain loose and adaptable. In lessons that are judged 'Good' or not, the planning and learning are more rigid (or tight) and have more emphasis on the lesson plan or activities. This is the golden nugget for outstanding teaching.

- - -

Plan you lessons based on learning - not the activity or lesson plan!

- - -

Stickability fundamentally asks the teacher (the person planning the lesson) to indicate 'what should stick?" This is ultimately 'the learning' sequence planned for the learners (the students) and I hope clarifies for the reader, the terminology used in The 5 Minute Lesson Plan and subject title. Good luck!

Further reading:

What to get started on 'outstanding' teaching and lesson planning? All you need to know is here.

Video highlighting 'Stickability':

# data[].attributes.attachment_link.title
So what is #Stickability? | TeacherToolkit

# data[].attributes.attachment_link.description
Stickability is a term used within the notable 5 Minute Lesson Plan. I have decided to write a short post, based on the demand for clarification. So, that's the definition (above quote). Staying power! (or preferably, 'sticking power'?)

# data[].attributes.body
Starter activity - What learning is taking place?

# data[].attributes.body
Some of these are good - I like the idea of using anagrams, puzzlepixie and the odd one out - not too keen on slide 11 though.

# data[].attributes.attachment_link.title
51 ways to introduce learning objectives

# data[].attributes.attachment_link.description
51 Ways to Introduce Learning Objectives

# data[].attributes.body
Whats it all about ?  What are you looking at and why ?

# data[].attributes.headline
The 5 min session plan -  most popular TES resource .

# data[].attributes.subject
The 5 min session plan -  most popular TES resource .

# data[].attributes.body
We don't need formal lp's for observations where SOWs are detailed .