“I believe that work of excellence is transformational. Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence. After students have had a taste of excellence, they’re never quite satisfied with less; they’re always hungry.” (page 8, ‘An Ethic of Excellence’ by Ron Berger)
One feedback strategy I have found helped enhance the writing of my students so far this year was the use of ‘gallery critique‘. The initial inspiration came from Ron Berger, whose ‘Ethic of Excellence‘ provided inspiration in the pursuit of motivating students. Like any teaching and learning strategy, it is far from flawless, but I think that having trialled it extensively with different groups, from students to teachers themselves, in staff training, it was well worth nominating.
After having selected the ‘gallery critique‘ strategy to meet the #blogsync brief of identifying a strategy that elicits motivation, it transpired that David Didau then wrote a peerless summary of the strategy here. This synthesis of research, expressed so skilfully, did make me think that my post had become rather redundant, but I wanted to explore some of the evidence base for the effectiveness of the strategy – particularly my specific use with my GCSE class.
More broadly, the evidence base for the effectiveness of feedback and assessment for learning is sound and thorough. Feedback has the greatest impact in John Hattie’s seminal synthesis of research, ‘Visible Learning‘; although, of course, feedback itself is a broad term. Dylan Wiliam is lauded as a guru in this particular area. He defined the five key areas of effective assessment for learning as follows:
- clarifying and understanding learning intentions and criteria for success
- engineering effective classroom discussions, questions and tasks that elicit evidence of learning
- providing feedback that moves learners forward
- activating students as instructional resources for each other, and
- activating students as owners of their own learning
The “big idea” that ties these together is that we use evidence of student learning to adapt teaching and learning, or instruction, to meet student needs.
(From ‘Excellence in Assessment‘ by Dylan Wiliam)
The strategy of ‘gallery critique‘ is so appealing because, done well, it addresses each of the five areas of effective assessment for learning. I have learnt, through experience of trailing the strategy, that clarifying the success criteria is essential if students are going to create work worthy of a gallery. Each time I now use the ‘gallery critique‘ method I make sure I have used multiple models of high quality work matching their task as a precursor. Also, equally crucial, is having the highest expectations of behaviour when undertaking the gallery reflection and feedback. It can be an off putting strategy if you have a challenging group, given you expect students to walk around the classroom, but, like anything in the classroom, they need training until this strategy just becomes a ‘new normal’ for how they would learn on a regular basis. Of course, it is about being explicit about exactly how students should move about the room. I demand silence during the gallery reflection stage, verbally celebrating students who are undertaking the task with particular focus. I ensure students have a scaffold for their responses using the ‘ABC’ feedback model (they write on their large post it notes – either A for ‘Agree with…’, B for ‘Build upon…’ and C for ‘Challenge…’). I also articulate tight time-frames to ensure students are focused on the job. I then select exemplars that have multiple examples of feedback and talk through them with the class, huddled around in an arc facing the work, questioning students appropriately. Students follow up the ‘gallery critique’ with some sustained ‘dedicated improvement and reflection time‘, whilst I attempt to remedy any misapprehensions with individual students.
In terms of evidence, I focused upon using the strategy with my Y10 group preparing for an ‘Of Mice and Men’ controlled assessment. I regularly identified distinct improvements to drafted paragraphs based on using the ‘gallery critique‘ method; however, I am suspect about my own instincts here, because as Hattie states, almost every teaching intervention makes some form of improvement. That being said, we repeated this method of formative assessment, with the second batch of model paragraphs being distinctively better than the first (I included more exemplar models the second time around). I couldn’t grade this improvement, as it was part of the controlled assessment process, so any marking of drafts isn’t allowed (much to the annoyance of students who are used to this being the case), but the paragraphs were clearly better. I did want the ‘soft data’ of student voice evidence, so I undertook a student voice activity with my trial group. I did undertake the questionnaire just before their controlled assessment so they were nervous and lacking in confidence somewhat (by the end of the lesson I had a different response to their ‘confidence level’ question – with more than half of the group feeling more confident).
The evidence from the questionaries from my Y10 GCSE group is certainly not a ringing endorsement of the strategy! What clearly came through the questionnaire was that 82% of students in my GCSE group preferred teacher assessment over peer or self assessment. Only 18% favoured peer assessment. Of course, students are always dependent and reassured by teacher assessment, for good or ill, but it does draw into question whether this strategy enhances motivation, or whether it is simply defers the true gratification for students that is teacher assessment. One complication is that students know I will not, and cannot, mark a draft of their work, as the controlled assessment process prohibits this, so their annoyance may translate to their views on the questionnaire. 27% of students evaluating that the ‘gallery critique’ method was “not useful at all”; 32% thought it was useful at times; 18% deemed it useful and 18% thought it was very useful. Their reflective opinion did appear to clash with the quality of their written outcomes, but it is an interesting piece of evidence (arguably, watching videos would receive a high percentsge for its usefulness but I would be rightly sceptical of their judgement!). Interestingly, 64% of the group thought that reading the work of others was “useful at times”. Clearly, the desire for teacher led assessment predominates and is indeed the dominant model for education – why wouldn’t students be conditioned to be reliant upon it? Does the strategy motivate students undertaken in this specific manner in the English classroom? Clearly not as much as I thought.
The next crucial question: does it work? The proof will inevitably be in the summative pudding of the controlled assessment mark. I will be able to equate it with their previous reading assessment, not ideally as there are differences. I will also be able to compare their performance with other groups (again, recognising that a host of variables are at play) to ensure there is some hard data to supplement the student voice and my teacher observations of progress.
It is the case with assessment for learning, like most teaching strategies, a balanced variety of well honed approaches will work best to help students make progress. Peer assessment that is well scaffolded and modelled, and conducted with well chosen groupings, can be highly effective formative assessment, as the evidence suggests, but striking a delicate balance of assessment for learning is key. Students often dislike self-assessment, but that self-regulating skill is key to success, therefore we must persevere, ensuring our pedagogy scaffolds the assessment to make it purposeful and have impact.
It is only appropriate to end with the inspirational words of Ron Berger when thinking about the value of the ‘gallery critique’ strategy:
“Most discussions of assessment start in the wrong place. The most important assessment that goes on in a school isn’t done to students but goes on inside students. Every student walks around with a picture of what is acceptable, what is good enough. Each time he works on something he looks at it and assesses it. Is this good enough? Do I feel comfortable handing this in? Does it meet my standards? Changing assessment at this level should be the most important assessment goal of every school. How do we get inside students’ heads and turn up the knob that regulates quality and effort.” (P103, ‘An Ethic of Excellence’)
In summary, ‘Gallery critique’ is one very useful formative assessment strategy for getting students to better ‘turn up the knob that regulates quality and effort’, making their work worthy of a gallery.
This last week I had the pleasure to read some excellent blogs on outstanding practice. It was fascinating to see what fellow practitioners think about great teaching, with exemplary practice outlined in a very helpful way. In this post by David Didau here there is a hugely useful model of what a great lesson looks like. In this post by Tom Sherrington here there is a breakdown about the qualities of great teaching more generally: with a particular focus upon ‘rigour’ (reclaiming it from Govean parody!). I was interested in the overlap and interplay between those two posts. I happened to be teaching ‘Of Mice and Men’ with my Year 10 group at the moment, like David, and I too was being observed. What I wanted to do was not aim to exhibit a ‘showpiece’ one-off lesson (although these can be rattled out the bag by many experienced practitioners to mask a dull daily reality). I was intent on representing the real routines my group exemplify in any given lesson – to display the rigour articulated by Tom Sherrington, combined (hopefully!) with some of the outstanding strategies employed by David Didau.
Although we all feel pressure to perform when observed, we must aim for consistency in our practice before a pursuit of an outstanding lesson judgement, and we must trust in ourselves that this consistency will be rewarded. I have heard from a few wise leaders who have said that if every lesson saw our students display good progress then we would cumulatively see good to outstanding progress in student attainment. Of course, there are a host of important contextual factors to consider, but on a simple level, sticking to the ‘three Rs‘ of relentless and rigorous routines would see students flourish. I do not think it is having low standards to be happy with a consistent sequence of very good lessons, rather than haul ourselves over the coals in an obsessive pursuit of outstanding; it is effective pragmatism and a realisation that rapid progress does not happen every lesson. I have found that some cast iron ‘outstanding’ plans just don’t spark on the day, whilst seemingly simple lessons can smash through the ceiling of mediocrity and see students reach new heights. We must then reflect with care, but without despondency if the lesson doesn’t turn out exactly as we planned or wanted. What is crucial is that we learn from the experience of the lessons that didn’t go well and then tweak our pedagogy to improve still further.
With this in mind I tried to aim for a great sequence of lessons, where hopefully the observation lesson would show an accumulation of skills, rather than a one off showpiece. The following sequence of lessons outlines the planning for most of the week, with the lesson plans for before and after the observation lesson being just as crucial:
- Key question: How does the theme of power link to the theme of loneliness?
- Starter: Who would make the better American president? See PPT. Student feedback: ‘Pose-pause-pounce-bounce’.
- In pairs, create a ‘power map’ using the ‘Character Cards’ resource. The pairing then needs to select three of the characters who have distinctive power relations. – They should co-construct a top grade paragraph that answers the key question. This should be done with students writing alternate sentences (with each partner orally critiquing the sentence of one another) and it should be completed on paper (for the gallery critique).
- Any questions should be posted on the ‘Question wall’.
- Recap the four steps of effective evidence analysis – their group target.
- Recap their proof reading target – each pairing is given two minutes DIRT time on their paragraph (Dedicated Improvement and Reflection Time).
- Complete a gallery critique. Remind students about the criteria for their feedback and how many paragraphs they should read ideally. The critique notes will be made on a post it note – using the ABC feedback model (Agree with; Build Upon and Challenge). Conduct oral feedback.
Tuesday’s Lesson (Observation lesson)
- Key question: How is the theme of friendship presented in relation to the theme of loneliness?Obscure the two themes from the KQ and probe some ideas.
- Starter: Who would you most like to sit next to in class? See PPT. ‘Think-pair-share’ responses using the ABC feedback model.
- Revisit the key question and elicit oral feedback using the ‘Pose-pause-bounce-pounce’ model.
- ‘Just a minute’ recap of last lesson from selected student – link to current KQ (articulate end goal of controlled assessment essay).
- In pairs, use character cards to create a friendship map (this is intentionally an open concept). Ask observer to select a map that is interesting. Get that pairing to rearrange the characters on the PPT slide – (See PPT) – whilst orally articulating their ‘map’. Get other pairings to conduct ABC feedback.
In pairs, write a model paragraph that answers the key question (akin to last lesson). Remind students that they need to write alternate sentences. Show a model PEEL high grade paragraph response – see PPT – with ‘four steps to a successful explanation’ model – see images slide on PPT. Question students about why the paragraph is so successful.
- Have two minutes DIRT time (use highlighters).
- Conduct a gallery critique (teacher model first oral response).
- Key question: How does social prejudice exacerbate loneliness?
- A student is made the ‘Secret Teacher‘ to privately note the best oral responses.
- Individuals note a list of the prejudices present in the novella. In groups, discuss those prejudices. Conduct ABC feedback
- ‘Prejudice Continuum’: the students have to individually select where they think each prejudice resides on the line, from ‘Most individually damaging’ to ‘least individually damaging’. Teacher orchestrates feedback and the ‘Secret teacher‘ orders the answers along the continuum.
- Individual writing of a top grade paragraph addressing the key question. Show two model examples from last lesson and unpick and reiterate key points. Use the question wall for any student questions, with post it notes, and allow a one minute question session midway through their writing. Otherwise, work in silence.
- Have two minutes DIRT time for their writing – with peer proof reading, then individual proof reading. Conduct oral feedback. Select students to read their paragraph, with another student having to give constructive feedback based on our writing targets from the previous week (a four step model to explain evidence).
- The ‘Secret teacher‘ gives feedback on their observations.
(There was a fourth lesson in the week but I wanted to keep the post to a reasonable size!)
Useful resources referred to in lesson plans:
Of Mice and Men 'Character Cards': OM&M Character cards
Review of the week and the ‘Three Rs’
What I hope is evident is that much of the pedagogy in the lesson plans above is repeated to develop and deepen the habits required to produce great learning. Consistency, good habits and routine are king. The first two lessons of the week, in particular, clearly mirror one another to develop the required writing skills. Repetition is often frowned upon in education, with the misguided notion we should be endlessly creative and different to maintain the interest of students. Students derive comfort and increasing expertise through incrementally increasing the level of challenge through the repetition of the most effective teaching and learning strategies, not from an endless array of activities.
The reality of the lessons outlined above is that I also learnt a great deal about where they stumbled on Monday, when student progress that was definitely not outstanding, to actually inform my planning for Tuesday. For example, they failed to analyse the quotations as successfully as I would have liked on Monday, which was rather unexpected, so I added in an A grade model on Tuesday and spent more time modelling the paragraph structure to enhance their quality of analysis in the subsequent lesson. Not every lesson sees rapid progress – to think this is the case is to have a fundamental misunderstanding of human nature…never mind hormonal teenagers! By working at the core habits relentlessly; however, I was able to make ‘marginal gains’ lesson upon lesson – only nuanced, slight improvements, but essential differences (this recognition often becomes easier with experience). Good became better.
Another clear factor about my pedagogy I hope is in evidence is my focus upon questioning see here and oral feedback see here. I couldn’t write those blog posts without practising what I preach! What is clear is that OFSTED are interested in progress- (it is the latest buzz word careering around schools). Some people are therefore quick to mystify this term, complicating what can be the best, and sometimes the most traditional, of teaching and learning strategies: simply asking great questions and eliciting thoughtful, intelligent feedback. When I hear we people explaining ‘mini-plenaries’ every fifteen minutes, or have our students spinning plates in different ‘learning stations’, with no real deep understanding or knowledge, just for when the OFSTED inspectors are in the room, I despair. Stop the showpiece; don’t invite the circus to town – just follow habits of excellent routine pedagogy!
If we develop real rigour in our habits then it will be obvious that students are learning and making good, or sometimes even rapid, progress: clearly in their attitude and demeanour; in the quality of their questions and feedback; in their written work and in their books or folders. Each one of my lessons above allocated time to make improvements (DIRT). It is trained behaviour, that may appear uninspired or lacking the necessary rapidity, but the rigour of proof reading may well be the two most important minutes of those lessons. Any observer should note that rapid progress is often the product of slow reflection! Not only that, it is this regular habit which may well transfer to becoming more settled habits for students when writing at any time in any subject – the learning trumps the chase for a great observation once more. It is a rigorous routine of real note (thank you Jackie Breere for the inspiration for DIRT) – whether a lesson is graded outstanding or not, students will reap the rewards of such sound learning.
When I speak to many colleagues they simply want to be shown what an outstanding lesson is, what it looks like, and how they can replicate it. This is problematic: as outstanding looks, sounds and feels different in different subjects. That being said, some definitive patterns of learning arise in great lessons. For me, those are seeing students highly engaged in responding to challenging questions, posed by a teacher with the highest of standards; it is feedback being artfully weaved around the group, lifting understanding; it is students reflecting with due care attention to their thinking and their work; and it is the palpable sense of motivation and commitment to the task at hand. These patterns are honed by routine, not derived from any off the peg lesson plan or formula for success.
Postscript: I am thankful to David Didau, Jackie Breere and David Docherty for their ideas that have informed my lesson plans outlined in this post.
If I am continually vexed by any one question in education it is ‘how can we enhance student motivation?‘ Of course, I do not have the answer, and if there is one it is multi-faceted, complex and, frankly, not going to be solved in this blog post! From my position as a classroom teacher, I am always on the look out for those strategies that create a state when students are motivated and in their element, where they work furiously without even realising they are doing so, without realising the clock is ticking down to the end of the lesson. There is no better compliment than when students question how long there is left and express genuine surprise at how fast time has passed, and that they have actually enjoyed that lesson!
My, admittedly non-scientific, observations are that many of the times students are in ‘flow‘, or their element, in my lessons is when they are collaborating in group work. Why is this then? I believe that we are obviously social beings and we naturally learn in such groups (not always effectively it must be said), but that, more importantly, when working in a group we are able to correct, support, encourage, question and develop ideas much more effectively. The power of the group, guided by the expertise of the teacher, accelerates learning, makes it richer and demands a learning consensus that can push people beyond their habitual assumptions.
Don’t get me wrong, there are pitfalls and obstacles to group work. This constructivist approach should build upon expert teacher led pedagogy – ensuring that students have a good grounding in the relevant knowledge before undertaking in-depth group work. Group work can also be beset by issues in many nuanced forms: whether it is subtle intellectual bullying, where the student who shouts loudest prevails; or the encouragement of mediocrity and laziness, as students let others do all the work; or simply by poor, distracting behaviour. Another issue is ‘group think’ miscomprehension – indeed, how does prejudice flourish if not in social groups? Yet, this failure is often great for learning as long as the teacher can illuminate the error of their ways. Of course, no teaching strategy is foolproof and plain good teaching should remedy many of the potential ills of group work, just as good teaching can make more traditional teacher-led ‘direct instruction’ wholly engaging and effective.
I am intrigued by the idea of ‘social scaffolding‘ (Vygotsky) – the concept that most of our learning is undertaken in group situations, where we learn through dialogue and debate with others, not simply by listening to that voice in our head! That being said, I am not talking teachers out of a classroom here. The role of the teacher in devising and planning a successful group task takes skill, rigour and utter clarity and precision. Students need to be clear about a whole host of things: from their role, to the purpose of the task and the parameters of expected outcomes to name but a few. Teachers need to keep groups on track, intervene appropriately to improve learning and regularly regain student focus. Teachers have a pivotal role in guiding the group work at every stage. Group work certainly isn’t the lazy option: it takes skill in the planning and the execution, and sometimes, despite our best laid plans, it still fails. That shouldn’t put us off – aren’t all teaching and learning strategies subject to such risks?
If I was to define a simple and straight-forward basis for the rules for group work it would be:
- Have clearly defined tasks, with sharp timings and with the appropriate tools organised
- Have clearly defined group roles
- Have clear ground rules for talk, listening and fair allocation of workload etc.
- Target your support and interventions throughout the task, but make them interdependent of one another, not dependent upon you
- Always be prepared to curtail group work if students don’t follow your high expectations.
So here it is, my entirely subjective top ten strategies for group work that I believe to be effective (ideas for which I must thank a multitude of sources):
1. ‘Think-pair-share’ and ‘Think-pair-square’.
Well, no-one said this top ten had to be original! This strategy is one of those techniques that we employ so readily that we can almost forget about it, it is simply so automatic for most teachers; yet, because of that we can easily forget it in our planning. We need to use it regularly because it is the very best of scaffolded learning; it almost always facilitates better quality feedback by allowing proper thinking time and for students to sound out their ideas and receive instantaneous feedback from peers. ‘Think-pair-square’ adds a touch of added flavour, involving linking two pairs together (to form the ‘square’ to share their ideas before whole class feedback). Once more, it is about adding depth to ideas, stimulating debate and collaborative thinking. I defer to this blog post by @headguruteacher for the skinny on ‘Think-pair-share’ here.
2. Snowballing or the Jigsaw method
Similar to the ‘square’ approach mentioned in ‘Think-Pair-Square’, the ‘snowballing’ activity is another simple but very effective way of building upon ideas by starting with small groups and expanding the groups in a structured way. As the metaphor of the snowball suggests, you can begin with an individual response to a question; followed by then pairing up students up; then creating a four and so on. It does allow for quick, flexible group work that doesn’t necessarily require much planning, but does keep shaping viewpoints and challenging ‘answers’ is a constructive fashion.
The ‘jigsaw method’ is slightly more intricate. David Didau describes here how it is the “ultimate teaching method”, but that it benefits greatly from careful planning. Put simply, when researching a topic, like the causes of the Second World War, each member of a group is allocated an area for which they need to become the ‘expert‘, such as ‘the impact of the Treaty of Versailles’, or ‘issues with the dissolution of Austria-Hungary’ for example. With five or six ‘Home‘ groups identified, the ‘experts‘ then leave that group to come together to pool their expertise on the one topic; they question one another and combine research, ideas and their knowledge. Then each ‘expert‘ returns to their ‘home‘ group to share their findings. It is a skilful way of varying group dynamics as well as scaffolding learning.
3. Debating (using clear rules)
As you probably know, our own inspiring leader, Michael Gove, was the President of the Oxford Union. Clearly, these ancient skills of rhetoric and debate have seen him rise to dizzying heights. Perhaps we need to teach debating with great skill if we are to produce citizens who can debate with the best of them…and with Michael Gove! The premise of a debate, and its value in enriching the learning of logic, developing understanding and the simultaneous sharpening and opening our minds, is quite obvious so I will not elaborate. If you are ever stuck for a debate topic then this website will be of great use: http://idebate.org/debatabase. The Oxford rules model is an essential model for the classroom in my view. It provides a clear structure and even a level of formality which is important, provide coherence and greater clarity to the debate. The rules, familiar steps though they are for many, are as follows:
Four speakers in each team (for and against the motion)
First speaker introduces all the ideas that team has generated
Second speaker outlines two or three more ideas in some depth
Third speaker outlines two or three ideas in some depth
Fourth speaker criticises the points made by the other team
Each individual speaker has two minutes to speak (or more of course), with protected time of thirty seconds at the beginning or the end
The rest of the team is the ‘Floor‘ and can interject at any time by calling out ‘Point of Information‘ and standing. The speaker can accept or reject an interjection.
You may wish to have the other groups work as feedback observers on the debate being undertaking (a little like Socratic circles – number 8). This has the benefit of keeping the whole class engaged and actively listening to the debate.
4. Project Based Learning/Problem Based Learning
I have to admit I have only ever undertaken project style work on a small scale, but in the last year I have been startled by the quality of work I have observed in project based learning across the world. The principals of Project Based Learning are key: such as identifying real audiences and purposes for student work (a key factor in enhancing motivation); promoting interdependent student work, often subtly guided by the teacher at most stages; letting students undertake roles and manage the attendant challenges that arise; learning is most often integrated and spans subject areas; and students constructing their own questions and knowledge. Truly the best guide is to survey these great examples:
http://www.hightechhigh.org/schools/HTHI/ The curriculum here is founded upon the PBL model.
http://brookfieldcyclingproject.blogspot.co.uk/ A brilliant PE based PBL.
http://deeplearning.edublogs.org/2012/12/02/meet-the-ancestors/ A great Art centred project.
The Innovation Unit has also produced this brilliant must-read guide to PBL in great depth here.
‘Problem based learning’ is clearly related to the project model, but it explicitly starts with a problem to be solved. It is based primarily upon the model from medicine – think Dr House (although he is hardly a team player!). David Didau sagely recommends that the teacher, or students in collaboration, find a specifically local problem – this raises the stakes of the task. Clearly, in Mathematics, real problem based learning can be a central way to approach mathematical challenges in a collaborative way; in Science or Philosophy, the options to tackle ethical and scientific problems are endless. There is criticism of this approach – that students struggle with the ‘cognitive load’ without more of a working memory. Ideally, this learning approach follows some high quality direct instruction, and teacher led worked examples, to ensure that students have effective models to work from and some of the aforementioned working memory.
5. Group Presentations
I would ideally label this strategy: ‘questions, questions, questions‘ as it is all about creating, and modelling, a culture of enquiry by asking students questions about a given topic, rather than didactically telling them the answer – then helping shape their research. The teacher leads with a ‘big question‘; then it is taken on by groups who (given materials, such as books, magazines, essays, iPads, laptops, or access to the library or an ICT suite etc.) have to interrogate the question, forming their own sub-set of questions about the question/ topic. They then source and research the key information, before finally agreeing to the answers to the questions they had themselves formed. The crucial aspect about presentations is giving students enough time to make the presentation worthwhile, as well as allocating clear roles. High quality presentations take time to plan, research and execute. Personally, I find the timekeeper role a waste of time (I can do that for free!), but other roles, such as leader, designer and scribe etc. have value. Also, the teaching needs to be carefully planned so the entire presentation is not reliant solely upon any one person or piece of technology. Developing a shared understanding of the outcome and the different parameters of the presentation is key: including features like banning text on PowerPoints; or making it an expectation that there is some element of audience participation; to agreeing what subject specific language should be included. The devil is in the detail!
6. ‘Devise the Display’
I have a troubled relationship with displays! I very rarely devise my own display as I think displays become wallpaper far too soon considering the effort taken to provide them – like newspapers, they become unused within days. I much prefer a ‘working wall‘, that can be constantly changed or updated (or a ‘learning continuum’ for an entire topic when can be periodically added to each lesson). That being said, I do think there is real high quality learning potential in the process of students devising and creating wall displays. It is great formative feedback to devise a wall display once you are well under way a topic. It makes the students identify and prioritise the key elements of their knowledge and the skills they are honing.
I find the most valuable learning is actually during the design ideas stage.You can ‘snowball’ design ideas with the students; beginning individually, before getting groups to decide collaboratively on their design; then having a whole class vote. I do include stipulations for what they must include, such as always including worked examples. Then, the sometimes chaotic, but enjoyable activity it to create the display. I always aim for the ‘60 Minute Makeover‘ approach – quick and less painful (it also makes you less precious about the finer details)! I think they also learn a whole host of valuable skills involving team work, empathy and not to annoy me by breaking our wall staplers! I think it is then important to not let any display fester and waste, but to pull it down and start afresh with a new topic. I know this strategy does put some people off, because it can be like organised chaos, but if everyone has a clear role and responsibility the results can be amazing. [Warning - some designs can look like they have been produced by Keith Richards on a spectacular acid trip!]
7. Gallery Critique
This stems from the outstanding work of on Berger. Both a teacher and a craftsman himself, Berger explains the value of critique as rich feedback in his brilliant book ‘The Ethic of Excellence‘. It can be used during the draft/main process or as a summative task. This strategy does have some specific protocols students should follow. The work of the whole group should be displayed in a gallery style for a short time. Students are expected to first undertake a short silent viewing (making notes to reflect is also useful here). The students make comments on the work – post it notes being ideal for this stage. Then the next step is a group discussion of ‘what they noticed‘ in particular, with debate and discussion encouraged – of course, the feedback should be both kind and constructive. The next step for discussion is talking about ‘what they liked‘, evaluating the work. The final stage has the teacher synthesise viewpoints and express their own; before ensuring students make notes and reflect upon useful observations for making improvements.
8. Socratic Talk
I have spoken about this strategy before here. What is key is that like the debating rules above, a clear and defined structure is in place, particularly with ‘Socratic circles‘ which embeds feedback and debate in a seamless way. It takes some skill in teaching students how to talk in this fashion, but once taught, it can become a crucial tool in the repertoire. In my experience, some of the most sensitive insights have emerged from this strategy and the listening skills encouraged are paramount and have an ongoing positive impact. It also allows for every student to have a role and quality feedback becomes an expectation.
9. Talking Triads
Another simple, but highly effective strategy. It is a strategy that gets people to explore a chosen topic, but with a really rigorous analysis of ideas and views. The triad comprises of a speaker, a questioner and a recorder/analyst. You can prepare questions, or you can get the questioner and the analyst to prepare questions whilst the speaker prepares or reflects upon potential answers. This can be done in front of the class as a gallery of sorts, or you can have all triads working simultaneously. If they do work simultaneously, then a nice addition is to raise your hand next to a particular triad, which signals for other groups to stop and listen whilst that specific triad continues, allowing for some quality listening opportunities.
10. Mastery Modelling
This involves a form of formative assessment from students, whereat the teacher gives a group a series of models, both exemplar models and lesser models, including some with common errors that students would likely identify. The students need to do a critical appraisal of the these models as a group and identify their summary assessment of the models first, before then devising and presenting a ‘mastery model’ that is a composite exemplar model of work. This strategy works in pretty much every subject, with the subject being either an essay, a piece of art, or a mathematical problem. This presentation should include an explicit focus upon the steps taken leading to create the ‘mastery model‘ during the feedback – this unveils the process required for mastery for the whole class.
A great research paper that analyses group work and its importance:
‘Toward a social pedagogy of classroom group work’
By Peter Blatchford, Peter Kutnick, Ed Baines, and Maurice Galton
An excellent National Strategies booklet from back in the day when the DfE was interested in pedagogy. I particularly like the ‘different grouping criteria’/'size of grouping’ tables:
Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 10: Group work
Nice step by step guide to the implementation and the delivery of group work
‘Implementing Group Work in the Classroom‘
“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.” Horace Mann
Recently I came across a beautifully written ode to creativity written by @RealDavidCameron – see here. Please read it in all of its resplendent glory. The article, appropriate for our austere times, and rather bankrupt political leadership, is not all sweetness and light. Birth weight and poverty are recognized as near intractable factors that inhibit learning, but the driving force of the article resides in the transformative power of education. This was connected to another article by an inspiring school leader, Tom Sherrington – the @headguruteacher – with this article on creativity here: Teaching for Creativity and Innovation. Now, let me admit, when I sometimes hear the term ‘creativity’ used regarding education I wince slightly. ‘Passion’ and ‘creativity’ have become easy labels used across public and private sectors, becoming appropriated by advertisers, regardless of whether those qualities are exhibited or not, like some empty corporate mantra. When people laud Sir Ken Robinson I cannot but agree with his inspired speeches, but without action those words ring hollow. What leaders like Tom Sherrington and people like David Cameron do is put meat onto the bones of the creativity mantra in a real and valuable. They shine a light on creativity in practice and thereby encourage us to bask in the glow and feed the flame.
What is being proposed in the Ebacc is a reactionary and regressive response to the dynamic needs of our students, our communities and our wider economy. A ‘traditional’ curriculum, with a finishing post solely marked by a terminal three hour exam, is being lauded at a time when we must shape our society into a dynamo of creativity. I am not proposing we shun Modern Foreign Languages, Mathematics, Science and English for a playful curriculum of Dance, Drama and computer play (valuable though each can be in their own right); but if we are to once again devalue the Arts and the vocational aspects of our curriculum we are immediately performing a creativity and innovation lobotomy! As identified by the aforementioned David Cameron, much innovation and creativity derives from the dynamic conflation of different disciplines – such as a fruitful combination of science and literature for example – see here. To deliberately laud one discipline over another simply shows a lack of understanding about how creativity comes to life. We are not all a budding Leonardo da Vinci, but our curriculum should provide a breeding ground for such genius to exist and flourish – why aim for less? Gove lauds the supposed ‘freedoms’ of his systematic shift of our state school system from LEAs to Academies and Free Schools; yet, at the same time, by retaining reductive league tables with narrow measures of success, he distorts those freedoms of curriculum and school structures by narrowing the goal posts for what is deemed acceptable success. The current league table measures of success are widely deemed as insufficient, even by Gove himself (sagely expressed in this article by Chris Husbands) so we must make a thorough job of changing accountability systems for the better. What we have at present is a centralized system that serves the needs of absolutely no-one, perhaps except those Academy chains who stand to benefit from the ‘saving’ of schools being stuffed below floor standards. Creativity becomes dulled by expediency, central diktats and a repressive inspection regime. Innovative curriculum models will be circumscribed, particularly for the students in our society most in need of skills that will help them rise from their limited social circumstances. Many schools under pressure will regress into a conservative safe zone of exam driven teaching that is demotivating for students and teachers alike.
Where courageous leadership starts is a turning away from the threatening drum pounding of the DfE and turning towards our own students. We need a shining of a light upon what many of our schools are doing brilliantly and we need to spread that light. For me, our curriculum is the kindle for that flame. The very best teachers will be dulled and stunted by a limiting curriculum, no matter who we attract into our profession. We must scale up our creative endeavors if we are to inspire our students with a desire to learn. Our creativity will be found when we shine a light existing in our own schools (we will find the feeling needed for change all around us if we look properly), but we should also seek inspiration from elsewhere. Therefore I have compiled the following list of inspiring websites and blog posts that shine a light on the great creativity existing in schools all around us (in no particular order):
A movement to stimulate enquiry based learning over our content driven exam fuelled culture. Examples include schools schools taking leave of six hours per week of English, Humanities, Science and Technology lessons at KS3 to undertake enquiry based learning. A clear manifesto for the approach can be found in this document: Learning Futures
A national campaign by SSAT to coral leading thinkers and practitioners to define the core purpose of education and to synthesise the needs of our learners, now and in the future, with a curriculum which is fit for purpose. Hopefully this programme can synthesise and define many of the projects and thinking I go on to identify.
An excellent idea for project based learning from an English curricular perspective that draws in the Arts and the Humanities, transforming the whole school to energise interest and bring the war to life for students.
An outstanding use of Web 2.0 resources. Edutronic is brilliant platform to share communication and resources between teachers and students; for students to blog themselves and to record learning with a global audience. This open source approach is clearly going to supplant VLEs as the future method for communicating and learning online.
More project based learning, this time originating in Science, inspiring learners with a range of real word problems and projects and including blogged learning to help ongoing progress and reflection.
A project based learning approach with an Art focus – with a great example of a public critique involving the local community.
An inspired approach to expeditionary learning and a student centred approach to learning. Tait’s ‘Punk Learning Manifesto’ is a brilliant synthesis of ideas to convey an original and exciting approach to Science teaching and learning.
A brilliant national collective of expert teachers sharing pedagogy to keep getting better. A brilliantly simple alternative to national initiatives like the long-since defunct National Strategies approach in England. Now reading beyond its Scottish origins, I can see this collective and cooperative approach being the future for innovation in pedagogy, alongside Teachmeets and other such ground-swell approach.
A brilliant school that embraces project based learning at the core of its entire curriculum. Using the principals of Ron Berger’s inspired vision of excellence in education, this school is a gold one of highly skilled and engaging pedagogy.
This brilliant Physical Education project based learning approach brings together inspiration from British cycling together with sessions with local journalists to make literacy and the project real. The prospective public critique looks like another fantastic opportunity for students to share their brilliant learning with a real audience.
Surely these engaging and innovative approaches to pedagogy can be combined with a traditional focus upon core literacy and numeracy, and Gove’s beloved rigour, that would be more fitting for our complex and inter-connected futures. The selections I have made combine project based learning; a turning away from an obsession with terminal assessments; a skilled use of technology to leverage pedagogy; real audiences and so much more. We would do well to synthesise these principals of great learning. We must stick to our task – as the ‘real‘ David Cameron stated in his article:
“That reminded me that our task is to give our young people 1000 futures regardless of their past or their present.” David Cameron
People who have read my #marginalgains blog posts will know I am going over old ground here – intentionally so – as I am looking to dig deeper towards the key marginal gains that have the biggest impact on learning. For me, formative oral feedback and questioning are the two key ‘hinge point marginal gains’ that make for great teaching and learning. My previous #marginalgains blog identified new teaching strategies for these tow key area ad pedagogy, but here I wanted to use this blog to reflect on what I view as the most high impact formative oral feedback strategies that I have been using in my everyday practice. I want to use my list as a reminder, each time I plan lessons, of the key strategies to use – as it is too easy to forget and slip into autopilot planning, forgetting even our most effective of strategies.
In the latest OFSTED guidance, they have clearly stated that lesson planning should not be inflexible, that teachers should react to the progress, or the lack thereof, of their students. This is heartening recognition of what we have known all along – and that is that teaching and learning are contingent activities. Learning is often problematic, changeable, non-linear, beset by a host of unique factors that cannot be exactly replicated (but with experience we can determine common patterns). We must therefore be constantly tracking the evidence of learning with as much precision and skill as we can. That is why effective teaching hinges absolutely on oral formative feedback and questioning on a lesson by lesson basis. It appears to me that the greatest benefit of experience that I observe in excellent teachers is the recognition of how and when to elicit feedback, with the nuanced understanding of what questions to ask, how and when. I have drawn upon this wealth of experience for my top ten – indeed it is my inept stumbling near the shoulders of giants that is responsible for the whole lot!
In nearly all of these examples the feedback includes all three parties possible in the class: the learner, peers and the teacher. I dispute the idea of peer feedback as an undertaking exclusive of the teacher – we are always there steering the feedback, establishing ground rules and success criteria, modifying and adjusting the feedback of peers – that is why we are the paid experts! Therefore I do not differentiate between ‘teacher led’ or ‘peer’ feedback in my list.
My Oral feedback Top Ten
‘Making the Learning Visible’ – Oral Feedback on Worked Examples:
This heading captures a variety of methods and tools to essentially do the same thing – showing student work in the midst of the process. Whether it be through an iPad and Apple TV; a Visualiser; a video camera or still camera, or more simply pinning ongoing work up onto the wall or a display; making the work ‘visual’ is a powerful tool for assessment for learning. For one, it raises levels of pride, giving students a keener sense of purpose, and it often instills a healthy competitive edge to the learning. It is also evident that most successful students have an innate sense of what ‘good work’ looks like, but many students simply don’t have this degree of self-efficacy. Making visible exemplar work, and breaking down its component parts, is a simple and powerful way to modify the learning of each student – helping to enhance what Ron Berger described as the crucial assessment going on “inside students”. Having used an iPad this year, I have repeatedly photographed student work, put it into the ExplainEverything app and immediately annotated through the projector, whilst giving formative feedback. Students are more then willing to get involved (a handy benefit is that good work can be saved and shared through the iPad), given clear modelling and parameters for effective feedback. Student feedback regarding this approach is highly positive.
Ostensibly, the strategy is a writing task – but it is the ongoing oral feedback at the heart of this strategy that is essential in establishing where the learners are and where they are going with their learning. This is one of those activities that teachers often shy away from, perhaps through a sense of fear of making a mistake in their writing, or not having absolute control of behaviour whilst undertaking the writing (a neat trick is to select a student to scribe the guided writing to allow you to freely roam the room; or going one step further and having an object passed around, like a conch(!), for which students need to hold to contribute). Working effectively, it can harmonise a symphony of understanding. Given any topic the teacher can begin with a prompt to the writing to oil the wheels, before students are asked to contribute subsequent ideas and sentences. As an English teacher, I love getting embroiled in debate about the semantic meaning of one individual word choice over another! Once more, it has the attendant benefit of modelling excellence in a very collaborative and fulfilling fashion.
Peer Response Partners (or ‘think-pair-share’):
This style of peer feedback is well trodden and nothing new, but it is worth reflecting that it is the aggregation of understanding provided by learning in groups which provides the positive impact inherent in collaborative learning. Some people complain about the aggregation of misunderstanding that can occur in group work; however, that ‘failure’ isn’t necessarily negative at all, for it gives the teacher the chance to modify the misapprehensions in whole class feedback, indeed, it opens up new avenues of learning – coming back to the contingent nature of learning! The ‘think-pair-share’ approach has been elaborated upon better than I could possibly explain – so here is a useful blog on the activity and its importance from @headguruteacher:
I would add that it is crucial that success criteria is shared with students and that they have a rigorous structure for feedback – whether it be a ‘Two Stars and a Wish’ approach, or something similar. Ideally, it follows from some quality modelling, as exemplified in points 1 and 2 of my list.
Once more, it is Ron Berger I have to thank for this. Put simply, it is a systematic approach to peer feedback that is structured, clearly and positively, depersonalising the feedback, whilst honing in upon the steps required to improve towards excellence. A fuller explanation can be found here by the venerable @DKMead: http://pedagogicalpurposes.blogspot.co.uk/2012/09/by-josie-and-emily.html
and here, by the man himself:
One-to-one Teacher Feedback:
This is as old school as ancient Athens I know! Yet, in the hurly burly of thirty GCSE students rumbling along in unison, the prospect of one-to-one feedback appears slim to non-existent far too often. Yet, we all know the power of the swiftest of one-to-one oral interventions. Too often our elegant written commentaries are ignored or simply misunderstood. We need to talk it through. With our KS3 groupings in our English and Media Faculty we have allocated one-to-one weeks for each class each term. We are going to ensure students work with peers collaboratively ‘marking’ prep books for SPaG in their preparatory writing, before undertaking independent reading and writing challenges. Every student will spend five minutes with their teacher reflecting upon their progress, targets and their finished, or ongoing, work. At GCSE, you may find that mock feedback would be doubly useful given an oral one-to-one to supplement a written commentary. How about setting up a small group task where students devise their own exam questions and answers – a higher order thinking task that requires some scaffolding support, but which is a tried and tested success – whilst undertaking that crucial one-to-one feedback.
A lively debate can ensue from this kinaesthetic strategy. Select topic sentences that convey a clear opinion and then use both sides of the room as an opinion continuum, from ‘Strongly Agree’ to ‘Strongly Disagree’. This is an ideal task at the beginning of a topic, to determine their understanding, or at the end – perhaps it is a good way to book end learning to identify changing opinions after a topic has been studied. Students must orally feedback their opinions, justifying their ideas with evidence, building upon or challenging feedback from other students. The feedback can be made visible by a student scribing the continuum on the board in note form (photograph it and save it for later, or use it for ideas for a subsequent written activity).
The Secret Teacher – ‘The Power of the Post It’:
I must commend Zoe Elder aka @fullonlearning for ideas related to the humble post-it note, found in her luminous book ‘Full On Learning’. I have embedded these techniques with real success and with real ease – even though their aim is moving slightly away from oral feedback as such. Firstly, the ‘secret teacher’ aspect comes in when you have students work independently, for example, on a piece of writing (for me it was students working on Recreative writing in preparation for a controlled assessment). Students were asked to note any questions on a post it and place it on the ‘questions wall’, as they worked away. This small step was helpful in eliminating those helpless and distracting questions, like ‘How do I spell such and such…’, when a dictionary is in a box in front of them! The freedom from answering these questions meant my teaching assistant and I could go around quickly giving feedback with limited interference, whilst casting surreptitious glances upon the work students were doing. Rather than interrupt the flow of the whole group by stopping to talk with individuals (students, like adults, are inherently nosy!), we simply made a note on a post it and placed it on the desk of the student – from a simple ‘Proof read your punctuation’ to ‘Should you develop your scene direction further?’ These little nudges actually moved away from the notion of oral feedback explicitly, but the nudge and modify approach is exactly in tune with the notion of oral formative feedback. In reality, you cannot simply use the post it notes without some verbal feedback at times, but that feedback becomes very precise and concise. The hum of learning when this strategy goes well really is a pleasure to behold.
This simply strategy relates to the method of questioning to elicit oral feedback. The ‘Teacher-student-student…’ approach explicitly rejects the ‘tennis style’ teacher led questioning, to instead encourage students to feedback upon the ideas of one another – bouncing ideas around the room like a basketball team (without the heavy ball obviously!). It is a timely reminder to ensure students still own their learning, building upon the ideas of one another.
Closely related to the previous point is the very simple model for students to respond to one another – A = Agree with… B = Build upon… C = Challenge. When students know this structure it is a finely tuned short-hand for effective collaborative learning that enriches the quality of feedback. The teacher is the ultimate guide, but students can develop their thinking more independently. This style does work better with a meaty topic where students are grappling with an argument, or questions, that requires higher order thinking. It also helps if students are given notice that they will respond, as it ensures they listen ever more keenly.
‘Learning Spies’ Feedback:
Taken from the eponymous @LearningSpy himself, David Didau, this strategy works great for group work where you want students to remain on task purposefully throughout the lesson. It is a great way to celebrate and feedback upon positive learning, making explicit what good learning looks like, sounds like and feels like. I used this strategy a lot in the last couple of years with eager Year 7s, who were energised by the opportunity to seize some teacherly control! By making explicit before the task what behaviours you expect of good group work, the two ‘spies’ (I found a gender and ability mix for the pairing worked well), would note each group at work; making notes about skilful contributions, good leadership, levels of engagement and active listening. At the end of the lesson, they would feedback with real skill about the learning habits displayed by the group, identifying the best insights and behaviours on show. Try it with one of your most ‘challenging’ students – we all know the type – it really gets them reflecting and can be very powerful way to get your group learning about how to learn. Admittedly, it isn’t something I would use daily, but with complex group work of some extended length, it is a great strategy. The excellent @davidfawcett27 has produced his own spin on the idea:
I particularly like the recording of evidence idea from the blog – with the iPad learning spies could photograph or film exemplary learning – an incredibly powerful strategy that gets students really focused reflecting upon their learning.
Over the last few weeks I have been considering how to apply David Brailsford’s ‘aggregation of marginal gains‘ approach to help teachers, myself, and our English and Media Faculty included, move from ‘good’ to ‘outstanding’ in their daily practice. I think the whole concept of ‘marginal gains’ is so useful because it is simply about the pursuit of excellence, with precise language and rigour, and there is also a very engaging story of real success underpinning the idea. I think the pursuit of improving ‘marginal gains’ is something we all do, and have done in many areas of our life. It is not new. It is not advanced Astrophysics even! It is a direct and effective language for our best practice – it is a concept that can give clarity to our pursuit of excellence – or ‘outstandingness‘!
Now, I am interested in those crucial margins that make for outstanding teaching and learning. That is where we all wish to be as teachers. I am most interested in the tipping point between ‘good’ and ‘outstanding’, because I think improving in that area could be transformative for our students and their experience of school – exam results etc. positively would follow. The most recent evidence across all the key stages, undertaken by OFSTED, states that 70% of lessons in English were rated ‘good’ or more in both phases of education, with only 15% being judged as ‘outstanding’ – source: ‘Moving English Forward’ (OFSTED, 2012). In the equivalent Maths report: ‘Mathematics – Made to Measure’ (OFSTED 2012) - 11% of lessons were deemed ‘outstanding’; 43% were ‘good’; with 42% being judged ‘satisfactory’. By extrapolating these findings across the span of the curriculum it could be judged that the vast majority of teaching is bumping around the ‘good’ judgement area – which is a very positive starting point for developing teaching and learning. That is not to say the third of lessons that are not deemed ‘good’ in English, with more so in Maths, are not crucial. Indeed, they require explicit attention from teachers and schools to address the matter. Yet, the vast majority of teaching is ‘good’, and despite what Daily Mail editorials tell us, we are striving to be even better. In such a context we are all aiming for outstanding, therefore collaborating to the best of our ability to share our best pedagogy should be a priority. We should be looking to achieve every ‘marginal gain’ possible – not only that, we should have a rigorous focus upon the marginal gains that have the greatest impact upon student attainment.
Last week, the peerless teacher-blogger, David Didau (his Twitter guise being @Learningspy for those people who have not discovered his epic blog back-catalogue of pedagogical goodness!), had been in pursuit of those crucial gains that help teachers strive from ‘good’ to ‘outstanding’. He quickly combed the expertise of Tweachers by crowd sourcing #marginalgains for teaching and learning from an array of experts – coming up with an intriguing list in the following blog post: http://learningspy.co.uk/2012/10/14/outstanding-teaching-learning-missed-opportunities-and-marginal-gains/.
Like most teachers, I looked at the list and thought long and hard about each point. I considered why I agreed with some more than others – before doing what most males thought about doing – putting the list into an order, even creating a top five! It isn’t just Nick Hornby who loves lists, he is speaking for many of us mildly obsessive male types!
I thought for days about those key marginal gains in lessons. I got thinking about what I viewed were the ‘hinge point marginal gains‘ – those gains which I believe have the most significant impact upon progress in learning – which ultimately makes the difference from a ‘good’ lesson to an ‘outstanding’ one. What most teachers know is that there isn’t a huge difference between the two judgements – it is, of course, marginal. It often exists in those seconds when a task is being outlined; feedback on student answers is being given or one crucial key question is being answered…or not being answered as the case may be!
We often miss those key ‘hinge point marginal gains‘ in our planning. In our preparation we may spend twice as long preparing a photoshopped image, for example, than we spend on forming the crucial question for which the progress of the lesson hinges. For instance, why is it that a department could all use the exact same scheme of learning with any given ‘outstanding lesson plan’; one that the resources should “make a marked contributions to the quality of learning” (OFSTED Criteria); “expert subject knowledge is applied consistently” (OFSTED) in the plan; where student behaviour and attitude is such that they “are aspirational and…are determined to succeed” (OFSTED) – but yet for one teacher the lesson is deemed ‘outstanding’ and for another it isn’t? I would expect that for many observers the key differences are far from obvious. What we must do it eradicate the mystery of those marginal differences. We must pull back the veil and share the findings.
I don’t think that the marginal difference between ‘good’ and ‘outstanding’ is to be found in the varying quality of resources, or the varying technological tools, or even the choice of task necessarily. Each and every element of a lesson has a degree of importance obviously, but I think the more flexible elements of a lesson, not always explicit in the plan, are the most essential. Those essential elements are questioning and formative oral feedback. These, I believe, are the key ‘hinge marginal gains’ that are the drivers of outstanding teaching and learning – they are the most significant difference in that hazy margin between ‘good’ and ‘outstanding’. They are the grease that the oils the progress of learning. This may be why Wilshaw sagely stated in his speech to the NCSL that:
“Ofsted inspectors will not arrive with a preferred teaching style or model lesson.
Lessons, of course, should be planned, but not in an overcomplicated or formulaic way. A crowded lesson plan is as bad as a crowded curriculum. We don’t want to see a wide variety of teaching strategies unless they have coherence or purpose.”
Yes, I am quoting Wilshaw! He does have moments of clarity and good sense! We may be implementing every innovation under the sun, we might have technology invading every fibre of our lesson – but “rapid” progress in learning and students acquiring knowledge and developing understanding “exceptionally well” comes down to asking great questions, receiving answers, acting upon that information and shaping the next steps in the learning. They give ‘coherence’ to learning that engenders the rapid knowledge and understanding required for students. Reflecting upon this further it is clear that questioning and formative oral feedback are inextricably linked. We must define and unpick those links carefully.
As Dylan William stated, perhaps we should stop doing so many ‘good things’ in our daily practice! See his speech: http://m.youtube.com/#/watch?v=wKLo15A80lI&desktop_uri=%2Fwatch%3Fv%3DwKLo15A80lI.
Perhaps we should instead hone in upon improving the ‘hinge marginal gains‘ as our priority for developing our pedagogy and our lesson planning. With planning, departmental coaching, whole school teaching and learning development, we could focus with absolute rigour on this pairing – then those marginal gains we experience could make that marginal, but highly significant aggregated gain for our students, and we may well be judged as ‘outstanding’.
In following posts are what I see as a good starting point in addressing the crucial ‘hinge point marginal gains‘ :
My last post focused on becoming a better teacher and how we can undertake our own professional development by dipping into the wealth of great books at hand for teachers. I wanted to create a simple list of what I view in my humble opinion as the best books for teachers out there in the market. I thought of two key factors – ‘philosophy’ and ‘practicality’. By ‘philosophy’ I mean those books that get us thinking deeply about our role and our pedagogy – books that reinvigorate our passions and spark new thinking. ‘Practicality’ is self-explanatory but essential for the best educational books for teachers. If a book gets you scribbling notes furiously or splashing each page with post-it notes then its usefulness is clear. The selection is in order numerically, but that doesn’t indicate any order of priority of quality:
1. Visible Learning for Teachers: John Hattie
John Hattie has developed a global wealth of research in order to provide evidence for what works in education. The findings are fascinating and thought-provoking: strategies like homework are exposed, whereas strategies like formative feedback are heralded. The motto of the book is ‘know thy impact’ and it explains there is no ‘silver bullet’ answer, but that we must approach our teaching with passion and ‘deliberate practice’, focusing in upon the evidence of what works for our students. Don’t be put off by the statistical analysis or the science of a ‘meta-analysis’ - even this English teacher got a hang of the numbers! ‘Visible Learning’ – the original Hattie text, for which he has based this sequel – was rather grandly labelled “the Bible” in one review, but it really is a seminal work. A must read!
Give this a look: http://www.youtube.com/watch?v=sng4p3Vsu7Y
2. Embedded Formative Assessment: Dylan William
Dylan William is the undoubted king of AFL. The opening chapters present a precise and near perfect explanation of why teacher pedagogy is absolutely crucial. This is followed by chapters simply bursting with practical strategies for formative assessment, with well chosen research and examples. It ties in neatly with the evidence provided by Hattie, in Williams’ own eminently readable style. Put simply, it does what it says on the tin!
Give this a look: http://www.youtube.com/watch?v=wKLo15A80lI
3. The ‘Perfect’ series – ‘The Perfect OFSTED Lesson’ by Jackie Breere and ‘The Perfect English OFSTED Lesson’ by David Didau
These two books come from the same excellent series and they both provide a great range of practical strategies to attain the much vaunted ‘outstanding’ in OFSTED observations. Both texts don’t obsess about OFSTED, rather they are focused about sharing great pedagogy. Clearly there are common parallels between the two books, but they each provide different ideas and approaches, with the English specific book (Didau) exploring SOLO, for example, in a clear and driven way. Don’t be put off by the ‘English’ focus either – Didau’s book presents strategies that are easily applicable across the curriculum and would potentially provide some new angles of pedagogy that prove fruitful for different subject areas.
4. Full On Learning: Zoe Elder
This simply brilliant book is comprehensive and packed full of the philosophy of ‘why’ and the practicalities of ‘how’ for teachers. It presents a great range of research and a thoughtful exploration of pedagogy with lots of practical ideas and tips for further research and classroom applications. The book also happens to be aesthetically quite beautiful, which is an appropriate match to the artful thought processes of the book itself. This really is required reading for teachers at every stage of their career.
5. What’s the Point of School?: Guy Claxton
This book is very much a philosophical exploration of education, packed with interesting research and questions to stimulate every teacher. It should be required reading for every PGCE student or NQT, but it is appropriate for even the most seasoned of veterans too! It stands up well to a re-read to refresh our sense of purpose and direction. It also does what good educational books should do – it reminds us of the crucial value of our vocation and the transformative positive effect we can have in our complex and rapidly changing world.
Give this a look: http://www.youtube.com/watch?v=BqRu74M_1Gw&feature=relmfu
Note – Any such list clearly has to make difficult omissions (it is very much an imperfect science!) – please comment if you have any other recommendations.