Students' evaluations and reflections

Metacognition

Metacognition: my top books, resources and teaching tipsI first developed an interest in metacognition when I studied neurology as part of my degree. Since then, I’ve incorporated it into my teaching practice as I think it helps pupils make progress. Metacognition is described by Tarrant and Holt (2016) as thinking about how we learn and how we think. In the classroom, metacognition […]

TOLD_Poster_1.0.pdf

Metacognition-A-starter-kit.pdf

Feedback

Effective feedback: Relearn and retest : My CollegeRelearn and retest is a type of active feedback that involves asking students to return to a previous piece of learning to ensure they have achieved full understanding or mastery. What does it mean? Relearn and retest is the fourth in a series of five ‘actions’ that students can take after receiving their work […]

Effective feedback: Whole-class marking : My CollegeTeachers read a whole set of books – without marking each individual student’s work – and then share feedback as a whole-class activity in the following lesson. What does it mean? Originally inspired by the Michaela Community School (where the belief is that marking forces an over-reliance on teachers and wastes valuable teacher time), whole-class […]

Effective feedback: Marking lean : My CollegeFor marking to be a useful practice, the emphasis should be on teachers doing less as students do – and, therefore, learn – more. What does it mean? Marking fulfills two main purposes: To allow teachers to engage with students’ work so that they know how well they are doing and can plan accordingly. To […]

Effective feedback: Selective marking : My CollegeSelective marking involves selecting one section of work to mark in depth and using this to give specific feedback with focused, manageable improvement targets. What does it mean? With this strategy, rather than trying to mark everything a student writes, teachers ‘zoom-in’ and specifically focus on smaller sections of work and particular skills. You mark […]

Effective feedback: Self-assessment : My CollegeActivities involving students assessing their own work, using mark schemes and checklists, to support learning. What does it mean? This is a feedback method where students assess their own work using checklists and mark schemes. This form of self-assessment can empower students by shifting the focus away from teachers (and examiners) as ‘owners’ of knowledge. […]

Effective feedback: Class critique : My CollegeStructured, whole-class feedback sessions where a group of students collectively critique a piece of work, offering suggestions and guidance to help its owner improve. What does it mean? In An Ethic of Excellence (2003), Ron Berger makes the case for accepting only the highest standards of ‘excellence’ in students’ work. One way to do this, […]

Effective feedback: Revisit and respond : My CollegeRevisit and respond is a type of feedback that requires students to consolidate their understanding by practising more questions, similar in style to the ones that have been marked. What does it mean? Revisit and respond is the third in a series of five ‘actions’ that students can take after receiving their work back. […]

Assessment

Catch out misconceptions with multiple-choice hinge questions : My CollegeUsed part way through a learning sequence, multiple-choice questions are an efficient and effective way of gauging understanding and checking for misconceptions before moving on. What does it mean? The ‘hinge’ is a moment of diagnosis, the point when a teacher must decide whether a key concept has been understood well enough to move on […]

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