In Geography, Ben Crockett was showing his Y8 students the ‘Austin’s Butterfly’ video by Ron Berger, to introduce the idea of peer critique and feedback. If you haven’t watched it, it’s worth six minutes of your time:
After they had watched the video, students were asked what this had shown them about good feedback and why it’s important. They came up with:
- The feedback should be precise.
- The feedback is best when it’s one step at a time.
- You might get confused if you get the feedback all at once.
- You should listen to the feedback and try hard to make your work better
- You might not get better at every stage, but if you keep going you will get better. So don’t give up.
- It’s important to look back at your work and improve it.
Following this discussion, students were given a piece of work that had been produced by another student. They then went to work on carrying out a critique of the work, based on the principles discussed above – the key one being that the feedback had to be very specific.
In science with Becky Owen, Y10 had been working on gravity and were looking at the difference between weight and mass. Having gone over the theory, students were doing precisely what I wrote about in this post – practising applying this knowledge, by answering a range of different questions. This gave Becky the opportunity to move around and support/ challenge students with their learning, with further questions. A great example of responsive differentiation.
A Y11 PE theory lesson with Jack Corbett, saw students developing their extended writing skills. The class had been looking at an example of a model answer to a question. They had spent time deconstructing the answer and had come up with the following key components of a good answer:
- What was the aspect (about the sport) that had to be improved?
- What was the corrective measure to bring about this improvement?
- How could they measure the impact of this corrective measure?
Having established this, students then started to use this as a framework for their own answers. Good examples were being shared with the class by the teacher.
In history with Chris Runeckles, students were also developing their writing skills. Again, having deconstructed some examples of essays written by students as a class, they were then using a range of sources e.g. text books, historical posters etc, to gather information about Hitler. They were then going to use this newly acquired knowledge to co-construct an essay together. A great example of the process of writing being modelled through information finding, deconstruction and co-construction.
Finally, maths with Julie House. This was just quite simply a great example of a teacher supporting the development of a growth mindset. Julie had a fairly low ability Y10 class, who had been set a challenging task. They had finished the task and were proudly holding up their work. Julie was full of praise for their hard work (praising resilience) and said to one boy “See, you said you’d never be able to do it and you did!” He beamed and so did I!
A great hour – thanks to all the teachers involved.