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Use kagan structures more in EYFS for peer feedback. 

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Use kagan structures more in EYFS for peer feedback. 

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For example  advising partner on one thing they need to do to improve their sentence writing in phonics, such use fingers spaces next time or don't forget your capital letter etc.

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Intervening at the point of learning is more efficient when done orally - writing an I and supporting comment is too slow and stops you getting around the whole class

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Intervening at the point of learning is more efficient when done orally - writing an I and supporting comment is too slow and stops you getting around the whole class

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Oral feedback is so much more powerful in EYFS and KS1

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Oral feedback is so much more powerful in EYFS and KS1

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children in KS2 mark their own maths solo work after completing the first few questions - to confirm that not going wrong

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children in KS2 mark their own maths solo work after completing the first few questions - to confirm that not going wrong

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Chn write the next steps . dictated by the teacher.

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Peer marking very powerful. Give time for Chn to write feedback/comments/praise on post its to stick onto others' work

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Peer marking very powerful. Give time for Chn to write feedback/comments/praise on post its to stick onto others' work

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Numbering the success criteria. This makes it easier to identify where they are met.

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Numbering the success criteria. This makes it easier to identify where they are met.

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How can you intervene with each chn in the moment/mark when its whole class activity?

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How can you intervene with each chn in the moment/mark when its whole class activity?

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Clarity around amount of marking teachers should do.  

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Clarity around amount of marking teachers should do.  

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121 feedback / intervention with child recording next step

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121 feedback / intervention with child recording next step

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Time to give verbal feedback as this can be more valuable

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Time to give verbal feedback as this can be more valuable

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1:1 Give the child your blue marking pen. Get them to write what they think you would write. 

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1:1 Give the child your blue marking pen. Get them to write what they think you would write. 

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Responding is the next lesson. Children actually have to read your comments.

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Exemplars (what a good one looks like) for children to refer to.

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Exemplars (what a good one looks like) for children to refer to.

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Modelling good examples by peers to the rest of the class.

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Sharing work as a class. Giving examples so children know what to work towards.

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Sharing work as a class. Giving examples so children know what to work towards.

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Self-assessment by children on how they have met the success criteria and what they could do to progress.

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Evaluation sheets at end of work. How have you met the success criteria? Give me examples. Makes them go back and really read their work.

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Evaluation sheets at end of work. How have you met the success criteria? Give me examples. Makes them go back and really read their work.

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Using mini-plenaries to feedback to class on misconceptions or common errors.

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Peer Marking needs structuring so the children know specifically what they are looking for. Have prompts, sentence starters etc. Does this work in KS1 - are they capable of making the value judgements required. 

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Peer Marking needs structuring so the children know specifically what they are looking for. Have prompts, sentence starters etc. Does this work in KS1 - are they capable of making the value judgements required. 

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Marking when the children are there-generating discussion so they can correct errors or misconceptions.

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Is this best done in the moment? Intervention marking?

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Is this best done in the moment? Intervention marking?

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Intensive marking at the end of a longer piece of writing using pink and green. They have to go back and tell you why.

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Intensive marking at the end of a longer piece of writing using pink and green. They have to go back and tell you why.

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I feel this worked well in year 3 and we have just introduced it in year 1. Give the children ownership of their learning and enables them to understand/ see where they need to develop an grow.

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Children marking (with numbers or colours) where they've met the success criteria. Can do with partner, or for their partner. Works v well in year five.

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If you tick something a child thinks they've got it right, if you do an E, what does that mean to them? If you don't have time to mark it leave it unmarked rather than mislead them? We can't mark everything, it's impossible in KS2.

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face to face feedback and intervention is much more successful, than next steps left for the child the next day. Unless supported by and a teacher or parent children
tend to struggle or not do them.

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Should take more time to respond to than for the teacher to write

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Written examples from teachers of what you want them to do

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Feedback for writing (esp ks2) works well when its a conference -often children (and adults!) forget why they wrote something, or can misinterpret teacher comments. Conversations and reading work aloud together has much more impact than lots of pen marks.

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Children unless supported the chn find it difficult to independently and successfully complete next steps.  Face to face feedback and intervention I feel is much more successful.