Professional Documents
Culture Documents
The issues
There are a number of factors that frequently cause students to lose marks in exams, and for the D/C student this can mean not achieving the C grade of which they are capable. These are:-
Misreading the question and as a result giving an answer which misses the point; Failing to tailor the exam answer to the number of marks available; Extracting information inaccurately from tables, graphs, drawings, photographs or other sources in the exam; Using subject-specific, often technical language inaccurately or incorrectly Omitting units for numerical answers Poor spelling; Not making best use of time in the exam.
Objectives
To know what is meant by intervention and when it should take place To know what form successful written and oral feedback should take and how it works as an intervention strategy. To know how to utilise target setting to improve students performance.
Quality feedback
Target setting
Intervention strategies
Learning mentors
Targeted homework
One-toone coaching
In class support
Oral Feedback
Oral Feedback
Task 1: In groups of 2 or 3 write down as many advantages of oral feedback that you can think of.
versatile
motivating
Oral feedback
Task 3: listen to the statements and place the letter for each statement on the diagram.
Specific
Negative
Positive
Non-specific
Slide 4.1.5
Interim review at the end of key episodes during a lesson to build on learning
Planned review with individual or groups of pupils focusing on their targets
Handout 4.1.5: shows various types of oral feedback and the group composition used.
A suggested sequence for giving individual oral feedback in a planned review as intervention
1. 2. 3. 4. 5. 6. 7. Plan feedback which is positive and specific Reinforce the value and importance of the pupils contribution Focus on recent learning objectives and learning outcomes in the context of pupil targets Give the pupil(s) time to reflect and respond Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made Identify and agree the most important next steps in learning and revise pupil targets if necessary Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought
Written Feedback
Slide 4.2.4
A. whether they are on the right track? B. their limitations and encourage them to correct work? C. a way to improve their learning? D. a way to think through the answers for themselves?
Summary on Feedback
All feedback needs to be positive and specific. Feedback is even better if linked to curriculum targets eg grade requirements. Taking the time over constructive comments reaps rewards with student performance. Mark less to achieve more!!!
Target Setting
To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment. To ensure pupils prior attainment and achievement is built upon throughout the key stage. To identify and focus teaching on areas of underperformance. To actively support improved learning outcomes for underachieving groups of pupils.