Slides used at #TLT14 (Teaching and Learning Takeover Conference 2014) at the University of Southampton on 18th October 2014.

1. Feedback: it’s not marking, it’s expert teaching
David Rogers
#TLT14

2. @davidErogers
davidrogers.org.uk

3. How do you
know that
feedback is
taking place
in your school?
What a
top event!
Really?

4. When was the last time you had a proper
Mystery Amazing Place
look at your learning environment?
Write a detailed description of what you’d expect to see in this place.
Hear
Smell
Feel
Taste
Touch See
Image copyright of Pshychogeographer

5. Microsoft Expert educator, Google certified teacher,
Marathon Runner, Adventurer, Author, Pedagogic
Troublemaker, Fellow of the RGS, Dream Teacher, Dad,
Husband, Welshman, Geographer, Assistant Head,
Microsoft Expert educator, Google certified teacher,
Marathon Runner, Adventurer, Author, Pedagogic
Troublemaker, Fellow of the RGS, Dream Teacher, Dad,
Husband, Welshman, Geographer, Assistant Head,
Microsoft Expert educator, Google certified teacher,
Marathon Runner, Adventurer, Author, Pedagogic
Troublemaker, Fellow of the RGS, Dream Teacher, Dad,
Husband, Welshman, Geographer, Assistant Head,
Microsoft Expert educator, Google certified teacher,
Marathon Runner, Adventurer, Author, Pedagogic

6. Holy Grail v Tool Shed
Holy Grail photo Source via Flickr and a CC licence. Toolbox photo source via Flickr and a CC licence

10. Loads of written
comments
Student doesn’t
engage with
marking
Student work is
rubbish
Appropriate
Feedback, variety
and timing
Student work is
better
What is feedback?

11. What are pupil premium students like?

12. Poor Kid, deprived, Can’t Learn, Low Ability, Stuck
There, Poor Kid, deprived, Can’t Learn, Low Ability,
Stuck There, Poor Kid, deprived, Can’t Learn, Low
Ability, Stuck There, Poor Kid, deprived, Can’t Learn,
Low Ability, Stuck There, Poor Kid, deprived, Can’t
Learn, Low Ability, Stuck There, Poor Kid, deprived,
Can’t Learn, Low Ability, Stuck There, Poor Kid,
deprived, Can’t Learn, Low Ability, Stuck There, Poor
Kid, deprived, Can’t Learn, Low Ability, Stuck There,
Poor Kid, deprived, Can’t Learn, Low Ability, Stuck
There, Poor Kid, deprived, Can’t Learn, Low Ability,
Stuck There, Poor Kid, deprived, Can’t Learn, Low
Ability, Stuck There, Poor Kid, deprived, Can’t Learn,
Low Ability, Stuck There, deprived, Can’t Learn, Low

14. When did
you last
look past
the data?

15. The well rounded student. Where is feedback in your school aimed?
Self image Experience
Lessons and
teaching
Contacts and
networks

16. Should feedback be different for Pupil Premium students?
If so, how?

17. Is the most useful form of feedback from teachers to students?

18. In LP, everyone is a student and everyone is a teacher.
Led by pupils; guided by professionals; focused on learning.

19. Art graphics up 32%
Technology Graphics up 25%
Technology Textiles up 15%
Science Core up 18%

20. Do we give too much
feedback to students?
Is it the right type?
Is it useful?

21. Talk to each other. Describe what you expect to see in the rest of this
image.
Draw it with your
non-dominant
hand.
Describe it in
Russian using
Google Translate
Draw it with your
eyes closed.
Describe the
whole scene in
287 words.

24. Learning exhibitions

25. ‘…there was a clear tendency amongst best teachers to see
the power of the humdrum, the everyday.’
Practice Perfect, Lemov, D; Woolway E; Yezzi, K p5-6
Photo Credit used through Creative Commons

26. Practices that reflect the importance of personalised education,
the power of creativity and the impact of passion in the classroom.
10
10
10 Powerful
Practices
Powerful Practices
Curriculum &
language for learning
The lasting measure of good teaching is what the

28. Research bursaries – putting this research in context

29. Making feedback visible @ Patcham High School
Type Frequency What does it look like?
Light touch
Once every 4 lessons to show that work
has been seen and to identify obvious
communication errors. Check the quality of
presentation.
Green Pen:
Pick up obvious errors; check presentation; level of work.
 S (x3 or 5): you have spelt the word wrong and need to re-write 3 time (if it is an
unfamiliar word) or 5 times (if it is a familiar word).
 P: you have missed out or used a punctuation mark incorrectly.
 G: your sentence does not make sense / it has not been written correctly.
Feedback
Sheet
Once per progress check. This is a
chance for students to reflect on their
progress since the last Progress Check.
Either: Feedback Sheets stuck inside the front cover of the exercise book filled out.
or:
Feedback Stamp used
FFT (Feed
forward time)
After an assessment, at least once per
progress check. This allows students time
to engage with your feedback.
Students will have responded to comments or made corrections / redrafted. Identify
these by using Progress Purple pens / highlighter / stickers.
Verbal
marking
On-going. This form of feedback should be
a feature of every lesson.
An abbreviation to show that assessment took place or feedback was given during the
lesson. Student marking in Red pen.
• VF: verbal feedback - green stamp
• PA: peer assessment
• SA: self- assessment
• LM: ‘live’ whole class marking
• TA: target achieved
• I: independent work
Learning Goal sheets accessible to
students – front cover of exercise
book.
All feedback by teachers in green.
All feedback by students in red.
Progress Purple identifies Feed
Forward Time
Feedback effect size = 0.73

30. Making feedback visible @ Patcham High School
Type Frequency What does it look like?
Light touch
Once every 4 lessons to show that work
has been seen and to identify obvious
communication errors. Check the quality of
presentation.
Green Pen:
Pick up obvious errors; check presentation; level of work.
 S (x3 or 5): you have spelt the word wrong and need to re-write 3 time (if it is an
unfamiliar word) or 5 times (if it is a familiar word).
 P: you have missed out or used a punctuation mark incorrectly.
 G: your sentence does not make sense / it has not been written correctly.
Feedback
Sheet
Once per progress check. This is a
chance for students to reflect on their
progress since the last Progress Check.
Either: Feedback Sheets stuck inside the front cover of the exercise book filled out.
or:
Feedback Stamp used
FFT (Feed
forward time)
After an assessment, at least once per
progress check. This allows students time
to engage with your feedback.
Students will have responded to comments or made corrections / redrafted. Identify
these by using Progress Purple pens / highlighter / stickers.
Verbal
marking
On-going. This form of feedback should be
a feature of every lesson.
An abbreviation to show that assessment took place or feedback was given during the
lesson. Student marking in Red pen.
• VF: verbal feedback - green stamp
• PA: peer assessment
• SA: self- assessment
• LM: ‘live’ whole class marking
• TA: target achieved
• I: independent work
Learning Goal sheets accessible to
students – front cover of exercise
book.
All feedback by teachers in green.
All feedback by students in red.
Progress Purple identifies Feed
Forward Time
Feedback effect size = 0.73
Teachers / Departments

33. Do we encourage young people to make mistakes? How could we be better?

36. Holy Grail v Tool Shed

37. It’s not about pens, but about the process

38. Ralph was not harmed in the making of this policy

39. Teachers need to be guerrillas.

40. Planning for feedback

42. Digital exercise books

43. Teachers will wait for permission

44. Trusting teachers

45. http://bit.ly/1ugDLlr

46. The late, great Dicky Fox.

47. Real Learning for the real world
@daviderogers