Giving Useful Feedback to Students

Giving continuous, useful feedback is such an integral part of good teaching. I’m at a loss as to why it does not form a bigger part of the PGCE!

Many new teachers (myself included) struggle with how to give good feedback. Finding the time to do it, finding the motivation to give it and, of course, doing it effectively.

There are many different methods to give feedback and the best way to find YOUR best way is to experiment. Below are a two methods I frequently use, both of which can be pretty easily integrated into the teaching day.  Please comment any ideas or methods you use which work well!

1. WWW and EBI

Whenever my students complete an assignment, I try to assess in the form of  a “What Went Well’ (WWW) and ‘Even Better If’ (EBI).

Image result for WWW and EBI

When I first started giving this detailed feedback in books, I was amazed at the response! I think something about it really affects the students as they know I have truly taken the time to read what they have produced: I have noticed if they have listened and tried, however successfully, to put into practise what I have taught.

Depending on how much time you have, the WWW and EBI back can be one line or a whole paragraph. What’s important is that is precise and goal oriented.

A few more tips

  • You can colour this feedback these, so students know that certain colours mean certain things. For example, purple is praise and green is for goals/ways to improve
  • For a bigger project or for term target feedback, always try to give a detailed paragraph of feedback that is SMART (Specific, Measurable, Achievable, Realistic, Timely)
  • Do it verbally! A really great way of giving feedback after an oral presentation is to immediately ask the class for some WWW’s and EBI’s. This has the added bonus of encouraging the class to listen more critically as they know they will need to give feedback afterwards. Any gaps can be filled in by the teacher at the end.

The WWW and EBI method is powerful because its  its positive. Sometimes, all I give is a WWW! Just an acknowledgement is often constructive: Students are more likely to do something again if they are  been validated and reassured that they did it right the first time.

Yes, doing this does  take time…. a lot of time. But it also provides ample evidence for report writing. And more importantly, it is a useful way to spend time – unlike many silly admin tasks that unfortunately make up too much of our time as teachers.

 

2. Setting an Assignment/Subject Term Outcomes up for self assessment

This may not seem like giving feedback but it very useful in training students to self assess and take responsibility for their own learning.

It works by simply providing a checklist of things for students to tick off as they complete/after they complete a task. This obviously needs to be precise and linked to the specific outcomes of the task. A simple example, for writing a story:

Image result for story checklist

You can also use this principle to help students track their progress through the  learning outcomes for a particular subject. I find this easiest and most useful in the form of an ‘I can’ booklet or document where students can rate their knowledge of outcome as Red, Amber or green (RAG).

I have created a booklet of ‘I cans’ for Year 7,8 and 9 Science that have been coupled with Revision tasks. You can purchase these from my TES shop here 

Remember, feedback does not always have to be given by the teacher! More often than not, your students are capable of giving reasonable, good advice to their peers if they are given the chance. Get the students to swap books and assess each other’s work- Just make sure you assist the weaker students so everyone gets decent feedback.

Some final thoughts

I ran a little thought experiment this year as I was trying to figure out for myself the difference between ‘feedback’ and ‘marking’. Every time I assessed, I mentally examined the difference in my own feelings when examining an assignment for ‘marks’ and examining general classwork tasks.

I found I was instinctively a lot more objective and critical when it was just classwork. There is such a sense of pressure that builds up around tests and projects ‘for marks’ – stemming from parents, teachers and the students themselves. I care about the students and their sense of self worth and I want them to feel proud of themselves so I look for ‘marks’ wherever I can find them. In the process, I sacrifice an opportunity to show a student how they could improve at something.

This is what has motivated me to make a conscious effort to constantly think about ‘giving feedback’ rather than ‘marking’work. It has also motivated me to minimize formal assessment as far as possible in my teaching practise. Yes, a certain amount of standardised testing is needed for students to get qualifications. But, in the journey to get ready for this, there is no need to repeatedly put students under similar pressure. It will not make them any more ready and more importantly ,it will necessarily help give them skills that will make them more employable or entrepreneurial in the future

This is also why I advocate for school wide systemic change – there is something very wrong with a system which, in 2017, still tries to convince students that test scores are more important than being able to do something . As Sal Khan speaks on so beautifully below….

 

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Learning to Learn

John and Hank Green are two of my innovation heroes. They have transformed the online landscape in so many ways and Crash Course and Scishow (though both have their faults) are pioneering educational video channels. They are also just all round incredible people who continuously make the world more awesome. Here is one of my favourite John Green presentations where he explains why learning- real learning- is such a special thing

#Teachergoals

You can check out Vlogbrothers, Crash Course and Scishow below: They’re all well worth a subscribe!

Crash Course

SciShow

Vlogbrothers

 

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Amazing Hoop Gliders

Continuing the STEM theme, I present to you…. The Amazing Hoop Glider!

There’s not a child in the world who doesn’t love making paper airplanes. Recently, we decided to do another combined  science class where students had to just that… with a twist.

Objectives

  • To follow instructions to build a paper glider using specific materials
  • To think scientifically about an initial design and make improvements so as to make the glider fly faster/further

The Amazing Hoop Glider is a specialised paper plane design which involves attaching two hoops to a straw and… that’s more or less it! Science Bob provides detailed and easy to follow directions here

We gave a basic introduction, put the instructions up on the board then let the students play.

They did a great job so we headed outside for a test flight

After the initial planes had been made,we got students to turn the demonstration into an investigation by thinking about the following questions:

  1. How well did my Hoop Glider fly?
  2. What could I change about the Hoop Glider to make it fly faster/further?

We then set the challenge of students building a second hoop glider… making only ONE modification from their original design.

Some decided to change the card material to paper, some added extra straws and some added extra hoops.

 

 

 

 

 

 

 

 

 

Afterwards, we went outside again for students to compare which of their hoop gliders flew better… and to think about why.

Obviously, there are plenty of other factors that can affect how well this test works but overall, it was a fun activity to do and a great opportunity for students to think scientifically about something they do all the time.

 

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Defining Democracy for Secondary Students

If you’ve read a few of my posts, you’ve probably picked up I think students knowing their civic roles and responsibilities is vital. We live in an era where there is too much tension and hatred – of other races, religions, ‘cultures’…. and mostly because people are not educated about things that matter!

It is so important that students understand how a democratic system works and what their place in it is. It is important students know that we are part of a global community and our actions, no matter where we are in the world, can affect others very far away.And of course, its important for students to have fun while learning it.

This week, we decided to hold a mock election. It was a wonderful success with students having fun and collaborating beautifully but also coming up with some fantastic ideas. This is a perfect end of term filler for when tests are done and one can afford to stretch out a topic for as long as it needs- activities like this tend to take on a life of their own

Lesson 1: Democracy vs Dictatorship

I used this great power point here to cover the basic differences between living in a democratic nation vs living in a dictatorship. Students, of course, have heard a lot about North Korea in the news lately so this led to a great discussion about dictatorial nations and whether other, democratic countries have the responsibility so help them. And if so, which country should be the most responsible?

Lessons 2: Forming a Political Party

Students were split into groups (political parties) and I explained that they would be running for student leadership at our school. We don’t have a student council at our school yet so we just did this as an exercise in democracy. However, this is a great opportunity to chat to your HOD or Principal and use this is proper democratic election where elected students get to represent the student body and try to make their campaign promises happen.

I then used a power-point to go through what a political party is, how political parties appeal to voters and what the purpose of a manifesto is- using the English Labour and Conservative Parties as examples. Students were then given their official task which is embedded in the power point. You can view the resource (“Let’s get the political party started”) and download for free at my TES shop here

Lessons 3 and 4: Developing a Manifesto and Campaign Poster

This is when the fun really begins! Students had to come up with a manifesto and campaign poster that includes their name, slogan, symbol and campaign promises.

They then had to present their posters to the class, focusing on effective group presentation and incorporating all their party members. After this lesson, we hung up the campaign posters for the class to read and consider for a day or two.

Lesson 5: The Vote!

Last of all, of course, is the vote!

 

 

 

 

 

 

We created a full election situation where students voted secretly using ballot papers. Afterwards, of course, we had a post election party where the winners were congratulated and everyone respectfully applauded each other’s efforts.

This lesson plan was created on a bit of a whim but it worked fantastically and I will definitely do it again!

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Thinking STEM: The Cup Stacking Challenge

Progress Tests are done, Reports need to be written. Children still need to learn but at this point in the year, are thoroughly over being taught. What to do?

When browsing some teaching blogs recently,I came across a school running an ‘integrated science class’: A mix of Grade 3-Grade 8 learners who are split into teams and given a STEM challenge each week to solve. You can check out the website here

Myself and a colleague decided to give it a go for a Science class this week. We combined our Y3,4,5 and 6 classes and split them into teams of 4 that each had a range of older and younger learners. Then we presented The Challenge

Stack the cups… without touching them!

Objectives

  • To work cooperatively in a group situation in order to achieve a bigger goal
  • To investigate how to solve an engineering challenge using limited materials

The Materials

  • Cups (6 per group – add more later if they’r finding 6 too easy)
  • Elastic bands (several per group)
  • String

What to do

Quite Simpy, we gave the students the materials, told them to stack the cups into a pyramid without touching them (no use of mouths!) and said GO!

After a slightly baffled silence, students immediately raced off into trying different methods to get the job done – there are many options. The awesome thing about challenges like is that students are forced to think creatively , be confident and not give up. It was also wonderful having older and younger students working together as there is so much they have to teach each other.

We gave the students a while to practise and find a good technique and then had a timed race to see how could get their pyramid up first. It was a great lesson that everyone enjoyed and we will definitely do something similar in the future!

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Google Sites to the Rescue!

Recently, I realised just before a lesson that my printing cap had been reached. I thus found myself in a dilemma: The lesson I had planned required students to have access to extracts from Anne Frank’s diary. I could have projected the extracts onto the board but I wanted students to read them at their leisure; to examine and to highlight. One projection onto the board simply wouldn’t work.

In a lucky flash of memory, I remembered Google Sites. Although we run on an Office 365 platform at my school, I have been sneaking Google Tools into the classroom as often as possible as Office doesn’t always get the job done.

Literally in the space of 15 minutes (I only had one break time to solve my problem), I created a basic Google Site to upload all the necessary resources on to. I also embedded the video starter into the site so I wouldn’t have to flick between tabs

I want to stress here that the site I made is very basic and has numerous  errors that even a non tech- savvy eye could pick up. But it fulfilled my need perfectly and even better, I added a few more resources to the site that I could never have printed. For example, I found an online copy of Anne Frank’s Diary that is free to use for educational purposes. Bam, now interested students can read her diary in their own time, if they want to.

Check out the site I created (again, in less than 15 minutes) here

 

Pros of Using Google Sites

  • It’s User Friendly: Google Sites has a format that is very self explanatory. Naturally, being Google, there are also a number of offers of help that pop up when you are new to using the app.
  • It saves paper! Although I strongly feel there are times when a physical piece of paper and a highlighter are needed, there are many tasks and resources that no longer need to be printed. The parts of this lesson than that I wanted students to have written in their books, I asked them to write down in summary form – thereby giving them a chance to practise some writing skills!
  • You give students access to information they can peruse in their own time. The internet is every where…
  • You can link to video or audio resources to supplement or help EAL or SEN students understand the text.

How to Create a Google Site

  1. Go to https://www.sites.google.com/new
  2. Click on the large red ‘+’ sign in the bottom right hand corner – ‘Create’
  3. This will take you to a ‘blank slate’ page with some basic formatting in place. Give your page a name and title.
  4. Use the ‘Insert’ and ‘Theme’ tabs on the right hand side to add images, text, videos and adjust the look of your Home Page.
  5. Use the ‘Pages’ tab on the right hand side to add additional pages

Voila!

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Model Paris Peace Conference of 1919

With all the political craziness going on in 2017, barely a Humanities class has gone by without the words Trump, Theresa May or Brexit being uttered! This has been the perfect opportunity to discuss democracy and its many favours and faults.

As we came to the end of our unit on WW1 recently, I decided to have students hold a model ‘Paris Peace Conference’. The idea behind this was  mimic the meeting in Paris in 1919 where the Treaty of Versaille was developed, the goal being  to eventually compare their treaty with the official Treaty of Versaillles.

Before the Lesson

We spent the previous lesson looking at the losses each country had suffered during WW1. This really helped the students ‘get into character’ so to speak and understand the motivations driving what each country wanted. One student in particular got so into character, she was called George for the rest of the term and demanded revenge with zero compassion in every hypothetical discussion .

Objectives

  • To take part in a democratic, decision making process
  • To imagine the factors that leaders had to consider when formulating the Paris Peace Agreement of 1919

What you need

  • Lesson Power Point: You can download this for free from my TES shop here
  • A room full of tables set up in a conference style format. We used a horseshoe shape
  • Flags or some kind of paraphernalia from each country. Not essential but it helps students get into character.

At the beginning of the lesson, I split the class randomly into groups that represented the USA, Great Britain and France. These  groups then had to work together to write a peace treaty: starting with nominating a chairperson who ran the meeting from then on. The teacher played the role of Germany as she was not allowed to speak or add her ideas to the conference’s proceedings.

The students ran with this idea beautifully, discussing, deliberating and compromising to come up with a list of workable demands. They also really had fun! Although the subject matter was serious, the role play added an element of silliness and some students enjoyed decorating their faces with nation specific mustaches! In all seriousness though, I was so impressed with what they were capable of.  In just two lessons, students successfully negotiated a peace treaty that they felt was fair and took into account everything that each ‘country’ wanted. They laughed and had fun but also took their roles seriously and the chairwoman they nominated was perfect in her role.

After the lesson, we compared the treaty they had come up with with the real Versailles treaty and then discussed whether they felt Germany had been treated fairly. This operated as a perfect lead in to WW2: The topic we were studying next

Why this lesson worked

Students got the chance to take charge of the classroom. It was a silly bit of fun ‘gagging’ the teacher and a running joke over the first few minutes. However, as the lesson went on, I saw the students discuss serious issues in a more mature way. They realised what they were capable of and it boosted their confidence (and my confidence in them)

It also brought home the reality that big decisions can only be made through cooperation and compromise. It was a nice opportunity for students to consider if they are comfortable ‘playing politics’ – it’s never too early for people to consider their role in a democratic society

 

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McGraw-Hill Virtual Labs

I recently posted about doing dissections in Biology class. While dissections are an excellent way of seeing animal anatomy firsthand, there are a number of digital alternatives.

One of my favourite sites is the Mcgraw-Hill Virtual Lab: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/

You can complete a number of different simulations on here (Nutrition, Blood Pressure and many more) and even complete a virtual earthwarm or frog dissection.

 

 

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Anatomy of a Heart Dissection

Nothing Beats a Good Dissection 😉

I love using digital tools in the classroom. When you don’t have all the resources in the world or want something explained to your students from a different perspective, videos and simulations are a lifesaver.  However, after a few years ‘in the field’ so to speak, I’ve realised that a digital presentation, no matter how brilliant, will never trump a live demonstration.

While studying the Circulatory System with my KS3 students recently, I decided to guide them through doing a heart dissection.

Objectives

  • To observe the external and internal structure of the heart firsthand
  • To link observations to what students know about the heart
  • To observe how various parts of the heart are suited to their specific functions

What you need

  • Fresh, undamaged sheep or pig’s hearts: 1 for every 2 people. (I managed to source these at my Local Makro)
  • scissors (1 per pair)
  • scalpel or craft knife (1 per pair)
  • Latex gloves

Before you begin

Although I am firmly in the camp that believes the benefits outweigh the risks wrt most scientific experiments, you need to give your students a clear safety briefing. Before the lesson begins, find out if anyone has any contagious blood or immune conditions so that you know what actions need to be taken in an emergency. Reinforce the need for care and safety and provide strict guidelines for what students can and cannot do on their own.

The Dissection

The Heart is a complicated organ and some structures are difficult to see if you don’t know what you are looking for. I showed my students this excellent video in the lesson before we did the dissection:

We began the actual lesson by recapping safety rules, putting on gloves and handing out the various tools. The student instructions for the dissection itself can be downloaded at my TES shop here (for free!). I also included a worksheet that recaps the internal and external structure of the heart.

The students were fascinated with this dissection. It brought the theory to life in a powerful (albeit a tad gross for some of them) way. I think they also enjoyed being given some hands on responsibility.

 

 

 

 

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Becoming a great teacher

I was doing my annual (okay, I’m lying, perhaps once every 3 years), hard drive cleanup recently when I  came across an old document entitled ‘teaching tips and resources.’ Looking at its contents, I was taken vividly back to when I first became a teacher: Frantically scavenging for every morsel of ‘good teacher’ practise I could find and trying to memorise it!

Honestly? It didn’t help much. Becoming a good teacher is a slow process… there’s a reason teachers with experience are frequently paid more or hired first. I’m still very much at the beginning of my teacher journey. However, there are some crucial lessons I have learned that have helped me immeasurably.

DO

  1. Watch, listen, learn. Don’t copy, hoard and archive. Teaching is about feeling and engagement. Sure, make a quick note if you see another teacher using a tool you think is great. But writing down what they do and trying to emulate it is not going to help.
  2. Join a PLN (Professional Learning Network)
  3. Reflect
  4. Stimulate your own interest by watching videos, documentaries, reading scientific papers etc. It’so important to stay in touch with the wider world of your subject/s.
  5. Be unafraid of trying something different. The traditional educational system is bad and failing in many ways. Think about how YOU like to learn and try to bring this into your classroom. Ask your students how they like to learn. Try something completely new- what’s the worst that could happen?
  6. Start with the the objectives. Tie everything back to the objectives so that students walk away with a clear thumbnail sketch of what they have learned in the lesson .
  7.  Give constant formative assessment. There’s a place for tests, yes. But it is not the only way to find out what your students know. Design units that have integrated formative assessment tasks. Engage with your class. Teach them how to assess themselves. When you set a task, make sure it has a ‘checklist’ of things for students t tick off as they complete them.
  8. Get Google certified.
  9. Give regular, useful feedback. I usually do this in a form of ‘WWW'(What went well) and ‘EBI’ (Even better if)
  10. Give students regular, informal, FUN quizzes. I like to use platforms like Quizizz (https://quizizz.com/)  for this or use Google Forms and give students instant feedback.

And most importantly

11. Be kind. Never forget that your students have lives outside the classroom. Be sensitive         to their thoughts and feelings in as many ways as you can.

Don’t

  1. Give unnecessary homework
  2. Allow yourself to feel bored. If you’re bored, they’re bored.
  3. Base a lesson on a textbook chapter. Start with the objectives: Use the textbook to supplement.
  4. Shout, raise your voice or lose control.
  5. Think of your students as a ‘class’- they are people- individuals- not a monotonous lump
  6. Over test. Testing in any way, shape or form soaks up time and energy like a sponge. A test series once a year is often necessary and can even be useful. Testing all the time does not promote learning.
  7. Spend all your time trying to design the ‘perfect’ resource. It doesn’t matter how brilliant your power points are. Research has shown engagement is the key thing that really helps students learn. The more they are doing, the better.
  8. Feel guilty for not feeling exhausted after a lesson. ^ previous point.
  9. Be afraid of appearing vulnerable. Your students are people. Your willingness to admit your don’t know something may help them feel okay with not knowing things as well- therefore more likely to ask for help
  10. Think you know everything. To be a teacher is first and foremost to be a learner.
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