James Nottingham - Keynote 2

on
Quality of Feedback
The quality of feedback should not be judged according to the message given but in terms of what is received, understood and applied.
What is food - boogie discussion
 


Questioning - encourage critical analysis - challenge them.
The Learning Pit
Want them to like challenge, to wobble. Learn to say ‘I’m confused, challenged by saying “I’m in the pit”. Other students can support.

Eureka!-I found it!  - what do you want to do with it-share it. Key to the pit -will you get the sense of Eureka if you haven’t first been in the pit. You have to wobble, be challenged to feel the sense of worthwhile learning.
www.jamesnottingham.co.uk/learning-pit    free downloads for learning pit images

Growth mindset - only score to praise is the progress score. Teachers - What are you showing you care about. Brilliant piece of work or progress made.
Art work - Put the before and after work on display. Focus on the progress to the process.
Display - Drawing first version-feedback comment from student-final version. 



here is the mathematician of the class. What should matter is the progress made.
What can we do to amplify progress?
Get the work out done at the beginning of February. Improve it now. Make changes in a different colour.
Evidence of progress. - artwork. Teachers- where are you taking them next?
Writing - look at writing from last year. Talk about progress. what next? 
Conversation with students - what are you working on now, what has taken you out of your comfort zone. what can you do now that you couldn’t do at the beginning of the year. where to next?

Feedback
  1. What are we trying to achieve, what are you learning
  2. How much progress has been made so far
  3. what can we do next to improve
Shouldn’t be looking at the quality of the feedback. should be looking at the affect.


Feedback 
Clarify what you are looking for to give constructive feedback. Draw a house scenario. then give feedback o criteria after.
IF we want to give feedback in schools start with the students and the feedback they give each other.
Decide together what feedback shall we give today.

Learning intentions and success criteria on the wall become part of the wood. Must give opportunities for feedback in every lesson to make connection with the learning.

Point is to know where going, how much progress made and what to do next.

7 steps to feedback
  1. Set goals - be clear about what we are focusing on.
  2. Draft one
  3. peer/self assessment - teachers do not jump in to quickly. Teach and give the opportunity for students to develop ability to                                                    give feedback
  4. edit
  5. teacher feedback - expert feedback has to come before they have finished.- what can you do next?
  6. finalise work
  7. grade
Feedback and grading need to be separate from each other
 Use different coloured pens for different steps to identify what progress has been made. What changes made following feedback.


So What? What next?

 Shouldn’t be looking at the quality of the feedback. We should be looking at the affect.
How to achieve this shift? - team meeting discussion



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