TMOxford Mary myatt
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TMOxford Mary myatt Cheney School Dec 18th 2014
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TMOxford Mary myatt
- 1. www.marymyatt.com Feedback and Marking ‘Mindless or Mindful?’ #TMOxford 18 December 14
- 2. www.marymyatt.com This is the dilemma: ‘Feedback is mentioned as an AFI in many Ofsted reports which often translates into…’
- 4. www.marymyatt.com Balance of priorities: ‘We are running our schools for our young people, not for Ofsted.’
- 5. www.marymyatt.com Feedback: ‘Ofsted does not expect to see unnecessary or extensive written dialogue between teachers and pupils in exercise books and folders. Ofsted recognises the importance of different forms of feedback and inspectors will look at how these are used to promote learning.’
- 6. www.marymyatt.com So the question is: ‘Is feedback promoting learning?’
- 7. www.marymyatt.com ‘Your next step is to apply this method to word problems.’ ‘OK’ ‘I like that you have carried the tens and hundreds.’ ‘Thank you’ ‘You have accurately read the scales.’ Where it goes wrong..
- 9. www.marymyatt.com The ambition: ‘Robust yet light touch’
- 10. www.marymyatt.com Link to the wider curriculum. ‘What are the non-negotiable concepts and key knowledge?’ These need to be checked, regularly. Feedback needs to
- 12. www.marymyatt.com Symbols In class marking High quality conversations Valuing ‘work in progress’ Austin’s Butterfly Bigger episodes of learning Honouring the final piece
- 13. www.marymyatt.com The discipline of less: ‘Do fewer things, really well’
- 14. www.marymyatt.com Tim Oates on assessment and the new curriculum: ‘Do fewer things in greater depth’
- 15. www.marymyatt.com The allegory of the guitar
- 25. www.marymyatt.com • Tickbox or ??? Quality of feedback?
- 26. www.marymyatt.com Our responses need to: • Get them to think • Address misconceptions • Get them to do something
- 27. www.marymyatt.com ‘High challenge, low threat.’ Importance of verbal feedback David Didau: Pose, pause, pounce Dweck’s “Yet!” Great questions: Bloom’s; TLAC Holding students to account
- 28. www.marymyatt.com ‘Helping students feel hopeful, not helpless’ ‘Mistakes are great!’