I don’t know about you, but even my most resilient students often struggle with revision, especially for GCSE and A-Level exams, where the stakes are high and the content is complex. Using textbooks is an excellent start in helping them develop their knowledge, but as you know, having more interactive resources like revision videos can be of even greater benefit to students, regardless of their ability.
Do you think your students would benefit from interactive revision videos, with built-in quizzes, to help consolidate and extend their learning? If so then I have a FANTASTIC resource for you to share with them.
Study Rocket is a new website where students can sign up for sets of revision videos, created by expert teachers and animated by professionals.
Revision videos are available for all subjects studied at GCSE and A Level and are tailored to specific exam boards, so you only pay for what you really need.
The videos contain summaries of key topics required by each exam board, followed by self-marking quiz questions to help students assess their knowledge of those topics. By giving the students the opportunity for immediate automated feedback on their revision, you reduce teacher workload – no more marking!!
I know that many of my students struggle to revise using notes and books, so I will be recommending Study Rocket to them to help with all of their GCSE and A Level subjects. As you know, a variety of revision resources is much more likely to lead to success than textbooks and notes on their own!
Many courses are already available on the website, with the remaining ones coming online soon.
Not only that, but right now there is a huge 30% discount available for anyone who pre-orders courses which haven’t come online yet. Get in there quickly before the videos go online! Just register your interest by entering your email address on the website, so that you are notified when the videos for your chosen course come online.
If you have any questions about Study Rocket then please reply and I’ll get back to you!
P.S. For more tips on how to build resilient learners, click here.
In all my years of teaching, I’ve rarely come across students who were naturally ‘good’ at presenting. In theory, student presentations should demonstrate knowledge of their chosen topic. But too often the breadth of knowledge or depth of understanding fails to show what was supposed to have been learnt. In this post, I’ve put together some of the tips I’ve given to my students so that they can show a greater level of knowledge and understanding and thus raise their level of attainment.
Why are student presentations so important?
Recently on Twitter, there has been a huge increase in the number of teachers arguing over whether the teacher or the students should be in control over the learning that takes place. I freely admit to having mixed views on this, despite identifying primarily as a “Trad”. (You can read an excellent article on the distinction between Traditional and Progressive teaching by @teacherhead (Tom Sherrington) here.) In my opinion, the teacher should be the one who teaches. After all, we’ve studied educational theory, have greater experience of what constitutes excellent answers and we are experts in our own subject areas. Not that students can’t contribute themselves of course!
Ultimately though, it is the primary responsibility of the teacher to ensure that students learn. If teachers can pass on that torch to students, then that is a fantastic achievement. However, to place the onus of learning primarily on our students could be disastrous. Too often, they simply aren’t equipped with the skills required to bear that responsibility.
However, at some point, students have to be able to take ownership of their learning to some degree. That way, they develop their skills in learning how to learn, which is an excellent life skill. Not only that, but it is a natural way for students to stretch themselves and demonstrate a greater degree of independent learning. An excellent method to enable this is for students is to research, learn and present to the rest of the class.
What are student presentations for?
I use student presentations in three different ways:
Summative assessment at the end of a unit
Formative assessment in order to plan next steps for the class or for individuals
Using student presentations to demonstrate the extent of understanding, as opposed to an exam, can be very beneficial. Firstly, the students get to show everything that they know, rather than being constrained by a specific exam question, as they would get in an essay. There are some excellent advantages to this.
Firstly, the students will demonstrate all of the areas that they are knowledgeable about. This is beneficial for the student, as they get to show off what they have made progress on throughout the course. In addition, they will always have learnt something, even if only a little. This has the benefit of allowing even those who have learnt only a little to feel as though they can contribute meaningfully to the lesson.
Secondly, presentations allow for the practice and demonstration of skills beyond being able to read and write. Some students feel much more comfortable presenting their ideas verbally than they do via a written format. In my experience, this is even more pronounced in students whose written skills are significantly hampered by poor spelling, punctuation and grammar. Low levels of literacy can sometimes hide a depth of understanding of subject content.
Thirdly, when students present to the class, the teacher can assess the standard of response without having to mark a pile of books, essays or portfolios. This can also be a huge advantage, particularly for teachers who, by the nature of their subject areas or Key Stages, can be swamped with the amount of written feedback they are expected to give. Presentations can and should still be assessed, rather than just listened to, but the feedback can be written or checked off a list as the presenter speaks, thus reducing workload and avoids the need to take marking home.
I often give students the opportunity to present, as opposed to writing an essay, part way through a unit. This is to see what standard their knowledge and understanding is at before I continue teaching the remainder of the course. As a teacher, it allows me to plan much for effectively, making sure that my lessons are more relevant to the needs of the class.
When my students present well, they highlight to me not only what I have taught well, but also the extent to which I have challenged them. In contrast, when students do not present well, it can be a sign that I have not explained concepts to them in a clear enough way, or that they need additional support regarding specific topic areas. Either way, my teaching and their learning both improve in the immediate aftermath.
As I’ve written about in the past, Flipped Learning is an excellent way to develop independence in our students. Student presentations which follow the Flipped Learning principle of independent research, prior to the lesson, are invaluable. It’s an opportunity to demonstrate maturity and a willingness to stretch themselves beyond the classroom. It also allows for lower-order skills such as information gathering to be undertaken, where the presence of an expert is not needed as often. In the lesson that follows, more time can be given over to higher-order skills of analysis and evaluation. Here, the presence of an expert is often much more necessary.
Who benefits most from student presentations?
Obviously, the students who have learnt and prepared the material will make progress in their level of knowledge and understanding. But do other students benefit from watching students presentations?
It depends. (And this is where you as the teacher come in.)
The evidence that students learn well from others is not conclusive. However, this is not necessarily because presentations are a ‘bad’ way to teach. Rather, the quality or the nature of student presentations, as opposed to teacher presentations, may be found wanting. Having observed students present in my classes and in other subjects too, I’ve compiled a number of tips that I now give to my students, each time they present to their peers, to help to ensure maximal quality.
What students should avoid when presenting
Students often rely too much on the written word and this often impacts negatively on what they present visually to the class. I can’t count the number of times I’ve seen a PowerPoint slide covered in text. Not only is this difficult to read, in terms of the size of the font used, but it also distracts the audience from listening to the presenter.
Another reason why students shouldn’t place much text on their slides (if slides or their equivalents are used), is that they can have a tendency to just read them out to the class. This too can be not only distracting but can leave the audience feeling as though listening is a waste of time. After all, they can read for themselves at their own pace.
Many students will also spend a disproportionate amount of time making the visual appeal of their presentation fantastic, but at the expense of providing real value to the listener. The point of the presentation isn’t to show off design skills. The visual appeal should really just be “clean and clear”, so as no to distract from the content.
Tips for student presentations
Focus on your verbal presentation rather than relying on the written text on your presentation screen. Make it a speech, rather than pointing to what you have written. Otherwise, the audience will keep shifting their attention from the speaker to the screen and back again, ultimately focusing on neither.
Use images on your slides (if you even use ‘slides’) instead of text. A symbolic image can be far more thought-provoking than a paragraph or a set of bullet points.
If you absolutely must have text on the screen, then limit it to three bullet points. If you can’t limit it to three, then split the ideas across more slides.
Provide a detailed handout to the class at the end of the presentation, so that any points that went unnoticed by the audience can be addressed and taken away to be studied further.
Have at least one ‘scriptless’ section, where the content of the presentation has been memorised. (This is mainly for those students who are more comfortable with presenting, or who have a greater depth and/or breadth of subject knowledge.)
Allow for Q&A at the end of the presentation, so that any students who want points to be clarified can have their questions answered. This is also beneficial for the presenter, who will then be able to demonstrate subject knowledge that they hadn’t thought to put into the original presentation.
I firmly believe that by following the tips outlined above, students can create excellent presentations. As always, I welcome critical argument of anything I’ve written and I would love to know if you give similar or different tips to your own students. Just leave a comment or tweet me (@guruteaching) and I’ll get right back to you!
Black Box Thinking is a philosophy which allows learning to emerge from mistakes. The phrase was coined by Matthew Syed in his excellent book of the same title, where he examines performance and critical self-evaluation in sport, aviation, politics and many other fields. He took the term from the “black box” flight recorders fitted to aircraft, which contain vast amounts of data, to be used to inform future improvements, especially following the poor performance of human beings, the failure of systems and procedures, unexpected events and even complete disasters.
How does black box thinking apply in education?
In education, just as in aviation, we continually train ourselves and others, to help ensure consistently high performance. But despite the amount of time put into these areas, students still sometimes underperform in exams. Schools and inspection bodies collect this data, which contains a wealth of meaningful information to guide current and future performance. But I’m not certain that we use this information effectively. After all, which information should we act on? How should we act on it? What culture should we create around the data we collect?
When teaching doesn’t work…
A few years ago, Steve, a friend of mine working in another school called me on A Level Results Day. He was in shock. For the last few years, his students had achieved excellent exam results and he was considered by many to be an outstanding teacher. This year, however, a number of his students had “failed”. By “failed”, he meant that they had passed, but had significantly dipped below their expected grades. In his post-results analysis that he had to present to the Headteacher in September, Steve was required to account for this dip, despite submitting much higher predictions only two months earlier. How could he have got it so wrong?
In essence, he had assumed that because he had always been right about his students in the past, he was able to draw similar conclusions about his current students. Only this time, he was looking at the wrong data or at least interpreting it in the wrong way. Steve’s current students were not in any way “weaker” than in previous years. Nor had his teaching changed much. But he HAD missed one crucial point. The STUDENTS were different. He had forgotten to take this into account and subconsciously had inferred that the data he had used effectively to predict this year’s results was just as relevant for this year’s students. Steve was wrong.
When the “data” doesn’t add up…
We are all familiar with the use of assessment results to inform our understanding of how students progress towards their targets. However, those results do not “measure progress“. They are a proxy, something which may indicate progress but which is not synonymous with it. Steve believed his assessment procedures to be rigorous. He used a range of assessment questions from the exam board’s past papers. He himself was a seasoned examiner, so felt competent to judge the quality of student responses. But he was ignoring something crucial. Steve focused entirely on improving the techniques used in his students’ answers to exam questions. It didn’t matter in the end.
Steve recalled some of the papers from the exam board to see what had gone wrong. He assumed that the students had ignored the techniques he had taught them. How could they have forgotten the special mnemonics they had constructed together? Had they not written using PEE paragraphs? Did they follow up each of their ideas with a brief evaluation of it? Did their conclusions not follow the highly prescribed formula he had repeated time and time again?
The papers showed Steve what had really happened. The students didn’t know the content. As much as they had tried to structure their writing, they just didn’t know the answers. Steve was expecting a deep evaluation of quotes and had taught the students how to go about it, focusing on multiple interpretations of keywords and phrases. But the students hadn’t memorised the quotes. The hypothetical case studies presented in the exam were supposed to trigger students to consider socio-economic theories, court cases and historical events. But the students hadn’t understood the ones they were supposed to write about on exam day. They only understood the ones they were tested on in class.
Despite the failings of some, a small number of students had performed well. But instead of patting himself on the back, Steve just felt bewildered. How had they performed well when others hadn’t? After all, they were all in the same class, had access to the same resources and were assessed in the same way throughout the course. Their results should all be roughly on par.
Or so Steve thought.
Why do some students fail?
Students succeed and fail due to a multitude of factors. They may lack knowledge and understanding of a theory, method or event. They might not have memorised the information they need. Their skills of analysis and evaluation may undermine the quality of their responses. The structure of their answers could make it difficult to demonstrate their mastery of the question. Steve considered all of these possibilities but was still at a loss to explain the underperformance. The truth was, that these weren’t the only factors that were at play.
Let’s look at why three particular students failed:
Student A had recently been dealing with a bereavement of a close family member. This had taken its toll on the student, who had performed well up to that point. In the final run up to the exam, Steve had believed that this student would cope well with study leave, having demonstrated for almost two years that he could work well independently. However, in this instance he was wrong. The student was unable to focus at home, in the way he could at school, in part because he was constantly surrounded by distractions relating to the passing of his relative. Whilst his bereavement would not be much easier at school, at least he may have found some space to concentrate a little better, or for longer periods, enabling him to perform better than he eventually did on exam day.
Student B had a poor track record regarding her attendance. But despite this, she still managed to perform well in her assessed essays. As it turned out, she was close friends with a student who had written the same essays in the previous year. She re-worded these essays and in some cases had even memorised them by rote, for closed-book timed assessments in class. By doing so, she evaded the attention of staff who were actively looking for students requiring intervention. Since her grades were good, they didn’t consider her to be at risk of failing. Her problem though, was that in the exam she was not able to adapt those memorised answers when the question changed ever so slightly. She pulled the wool over many eyes, including Steve’s and failed outright.
Student C was a high performer. At GCSE she had achieved all A* and A grades and had done so with little visible effort. Throughout A Level, however, she had not always enjoyed the same level of success. Essay grades ranged from A* to C. Steve had been hot on the case with this student and had accurately identified where marks were being gained and lost. He gave thoroughly detailed feedback to the student, who was able to redraft the essays to an excellent standard, following the advice he gave. But on the day of the exam, her marks were inconsistent across the paper. Why had she performed so well in some areas, but so badly in others? As it turned out, the detailed feedback had made no difference. Why? The student hadn’t had to think hard enough for herself as to how to improve. In the end, her highest marks came from the topics where Steve’s feedback was much more limited in detail (despite the formative essays being of an equally low quality to others where feedback was detailed). In this instance, the student had performed badly overall because she hadn’t become independent enough. She was still overly reliant on the teacher to help her to improve, even in the final weeks and days before the exam.
Action points for “Black Box” teachers
Assess regularly. Balance scheduled tests with unscheduled ones to accurately identify true levels of understanding.
Use rigorous assessment methods (past paper questions, etc)
Give feedback that strikes the right balance between being too detailed and not detailed enough
Create and maintain a ‘culture’ of student independence
Reward resilience and genuine effort, rather than high attainment alone
Test knowledge and understanding in creative ways, to avoid “scripted” responses
Formalise how you will act on the data you collect. Checklists are a time-efficient way of developing set procedures. (More on this in a future post!)
I would love to hear about your use of “Black Box” thinking in education.
Just leave a comment on this post or send me a tweet (@guruteaching) and I’ll get right back to you.
My students are about to receive their mock results. For some, this will be a time for them to feel relieved that their efforts so far have paid off. For others, they won’t be happy with their result. Ultimately though, the result itself doesn’t really matter. It’s how my students respond to their result that counts. The hope is that my students will find that balance between fear of failure and over-confidence, to best prepare them for the final exams. In this post, I explain the methods used to ensure that my students respond positively, so that they will achieve their desired result in the future. Giving effective feedback is a tricky business and the stakes are too high for us to do it badly.
Why target setting is priority number 2
As teachers, we constantly set targets, whether short or long-term, aspirational or realistic. Target setting is absolutely necessary, but it must be well-informed and fully explained. Otherwise, your students may not understand those targets immediately.
In many cases, my own students have seen their own targets as too high, too low, or completely arbitrary, before the targets are explained. If I didn’t explain the targets to them, then they risk putting insufficient effort in, to achieve their target. The explanation, though, must contain the ‘bigger picture’; this is priority number 1. More on that in a moment.
Students’ lack of engagement with targets also seems to be caused by their own perceptions of themselves as learners. They often see themselves as an “A grade” student, for example. This makes it harder for them to come to terms with any grade that doesn’t fit with that label. Following a positive result, they can then become lazy, thinking it’s in the bag. A negative result can leave students thinking it can’t be done. It’s vital then, that we spend time, before giving feedback, to help students understand what they should be looking to achieve, both in the short and long-term. They need to know and be constantly reminded that ‘progress‘ is not linear and that their path to success will not be a straight one.
Students need to see the bigger picture
One exam result can seem like the entire picture to some students. So, in order for targets to be meaningful to your students, they need to understand their own situation. By this, I mean that your students need to be able to see what their current level of achievement looks like, compared to their past achievements. Have they dipped? Plateaued? Accelerated? Where is it going?
They should also be made aware of how far a student like them should be expected to achieve by the end of the course. I often cite examples of students from previous years, who have achieved similar mock results, but have then gone on to have even greater success when they have followed a specific plan. I then share that plan, breaking it down into practical steps, which when followed, led to my previous student achieving the desired result.
By making the steps simple, my current students are able to see further progress as realistic. This provides them with the motivation required to increase performance in preparation for the exam. Because the feedback conversation is focused on future achievement, rather than past failure, my students’ mindset is far more receptive and they tend to react more positively.
Students need to feel supported
Many students will know that a poor result is their ‘fault’, but guilt and remorse will only make them dwell on negatives. This distracts from the positives and creates a barrier to forming a solution-focused mindset. So, ensure you are giving effective feedback by using as many comments as possible about what your students have achieved. By beginning the feedback conversation in this way (and feedback must be a conversation, not just one-way) your students will be encouraged to feel as though they have a platform to build upon for future success. They will also see you as being on their side, rather than just being there to find fault.
Many successful schools use the “What Went Well / Even Better If” structure to ensure positive feedback. Here, students are left in no doubt that their successes, no matter how limited, have been recognised and rewarded on some level.
Top Tip: A good way to enhance the WWW/EBI system is to share with the whole class a range of WWW comments that you have given to the group. This then provides students with concrete, achievable examples that they can strive to emulate in future assessments.
Preparing students to receive feedback
This week I’ll be giving my students a brief questionnaire to fill out before they are able to access their results. The purpose of the questionnaire is twofold. Firstly, I aim to prime the students with as much positive-mindset thinking as possible, so that their result will be seen as just one step on the way to future success. I want to build resilient learners. Secondly, I want the students to be able to see what practical steps they can put into place, to get them from where they are to where they need to be.
Here are the questions I’ll be asking:
What do you stand to gain from success in this subject?
What is your end-of-course target?
What practical steps did you take to move towards your mock exam target?
Which of those practical steps paid off?
What was your target for the mock exam?
If your two targets are different, then explain why.
Which practical steps would you change or not use again? Explain your reasons.
How close do you think you will be to your target?
If you achieve your mock target, how will you react? Why?
If you don’t achieve your mock target, how will you react? Why?
If you could go back in time and give advice to yourself three months ago, what advice would you give?
I may change the wording of the questions, or even add/remove some of them. However, what I want to do is to create a dialogue with each student about their own journey. The questions are really just conversation-starters.
Planning your next steps
After giving feedback on the mock exams, it’s crucial that you put a plan in place to ensure that every single student can be monitored and so that their performance on exam day is not left to chance. The plan should be specific, realistic and time-bound if it is to work. But most importantly, the onus should be on the students to solve the problem. All you are doing is giving them a blueprint to follow and dates by which you will measure their success on agreed criteria. Your role is an advisory one. You certainly shouldn’t be expected to re-teach content, especially if your students are perfectly capable of independent learning!
Steps you can put in place:
Students should respond to feedback as early as possible – create improved answers or redo the mock exam from scratch.
Set aside specific times for on-to-one conversations with each student (if logistically possible). This should happen as soon as possible.
Share results with colleagues in other departments and the Head of Year to see if there is an issue beyond your subject.
Students create an action plan for the final exams: exam dates, when they will begin revising, successful revision methods, when they will be assessed throughout the revision period to see if it’s working.
Book another one-to-one for 6 weeks time to see how students have got on individually. Did they bother to stick to the plan? Where’s the evidence? Did it work? How do they know? What do they now need to focus on? Is parental involvement necessary at this point?
Don’t judge yourself as a teacher, according to the exam results in front of you. There’s a good chance that you weren’t in control of more than half of the factors that affected your students’ performances on the day.
Besides, by now giving effective feedback, you will make a huge difference to your students.
What would you do if you could reduce marking time?
I’ve spent far too much time marking work. So have you. All teachers should reduce marking time. Why? Because when we reduce marking time, we can spend more time doing other things that either make us better teachers or just better people in general. Students automatically benefit from either of those results, as they are then educated by someone who is less tired, more patient and has more life experiences to draw from in lessons, due to all the leisure time they have freed up. Sound good? Then read on…
Since I specialise in essay-based subjects, the marking of each piece is often extremely time-consuming and it can really drain my brain. There’s nothing more soul-destroying than finishing my day teaching, only to glance at my pile of marking and realise that I still have hours to go. This can’t continue. Heavy teacher workload is bad for morale and my marking has in the past been put off for just long enough that when students finally receive the feedback, the work has been forgotten.
Remember I mentioned about the importance of feedback being timely when I wrote about it a few weeks ago? If you missed it, then just click here.
So, after many months of trying out different ways to reduce my workload, without reducing the quality of my teaching, I’ve settled on a simple solution that works well for me but most importantly, my students.
I’ve managed to reduce marking time by several hours per week!
This post is a simple guide to marking. It won’t increase workload, is easy to implement and the students benefit from it more than so-called ‘traditional’ methods of marking. It can be used instead of comment-based marking, or as a complimentary method (which is how I use it).
I use this method as a complementary method to comment-based marking as there is still a place for that. However, students sometimes need very specific advice. When that is the case, this method may not always be the best fit. I’ll leave that to your professional judgement – you know your students best!
So, what is my magical method? Using a MARKING CODE to reduce marking time.
What is a marking code?
I often end up writing the same or very similar comments over and over again. By using a code to represent the most common comments, I’ve saved myself a lot of time. The codes that I use are pretty generic, but you can tailor them to specific marking criteria. Sometimes, this enables students to make more progress. Again, I’ll leave that up to you!
The marking code is simple. All you do is write an abbreviation of a comment instead of writing the whole comment each time. For example, instead of writing “evaluate the strengths of this argument” you could just write “ev st”. So long as the student understands what your abbreviation means, they will be able to act on it and improve their performance.
To help my students understand the codes I’ve written on their work, I have created a code sheet which they can stick into their books and folders, to refer to when responding to feedback. This sheet contains the most common codes I use. When I’ve used codes that aren’t on the sheet, as they are very specific to the task completed, I plan a “responding to feedback” activity in lesson time, where I explain the new codes and give students the opportunity to respond to the feedback there and then.
My marking code
My students have found my codes to be just as useful as having longer comments written down. However, in some cases, my codes have actually been better any comment I could have written. This is because my students are forced to think for themselves about what would improve their work, rather than having me literally spell it out for them. A further consequence of this is is that my students have also become far more independent and self-aware. In turn, this has led to them being able to produce much better quality work later in the course, as they are able to anticipate the codes that I might mark their work with. They have become better writers and are able to self-edit as they go along.
Codes I use to reduce marking time
Sp – Spelling error
Gr – Grammatical error
P – Create new paragraph
Exp – Explain this further
Eg – Add an example
Sch – Add a scholar’s view
Ev St – Evaluate the strengths of this argument
Ev W – Evaluate the weaknesses of this argument
Comp – Compare this with an alternative viewpoint
WR – Show evidence of wider reading
Con – Make connections with other elements of the course
Conc – Add a conclusion
How will this decrease my existing workload?
Use these codes to reduce marking time INSTEAD of writing comments or long-winded feedback paragraphs. That way, you will spend less time putting pen to paper. If you think that students might not fully understand your codes, then spend five minutes in a follow-up lesson to help them understand. That five minutes in a lesson is far shorter than the extra thirty minutes you might have spent, essentially writing the exact some things down in full sentences. Better still, each time you use the codes, students will become more and more familiar with them. Consequently, you will spend less and less time in lessons going through feedback.
Now over to you
I’ve already used the codes to reduce marking time and improve my workload. Will you do the same? Perhaps you have an even better system? Either way, I’d love to know your thoughts. As usual drop me a tweet or leave a comment!
Question: What do the most successful performers in ANY industry have in common?
No man is an island. Not only that but in a world where teachers connect with each other 24/7 over email, social media, etc, we no longer work in isolation. This week’s blog post is something I’ve been considering for a while now. We work in teams, so how do we make the best use of our colleagues in order to raise achievement?
What does a successful team look like?
If you want to see what phenomenal teamwork looks like, just watch a pit crew in a Formula 1 race. Teams in education are no different and the most successful all have the same essential attributes:
Every member has a pre-defined job
They all do their jobs extremely well
They trust each other
They hold each other accountable
They hold themselves accountable
Now ask yourself: do the above points accurately describe the teams you belong to? If not, then what can you do to improve your team and to raise achievement?
Five simple ways to improve your team and raise achievement:
1. Know your job
It’s crucial that you know exactly what you are personally responsible for and what others are personally responsible for. Without knowing this, how could you begin to raise achievement? If you are unsure then a useful exercise is to sketch out a hierarchy (most if not all schools are hierarchical), showing the different levels of responsibility of team members from the very top to the very bottom. That way, it will be much easier to hold yourself and others accountable for the whole range of responsibilities. Once all the jobs are defined, you can begin to collaborate more effectively.
2. Actively work with each other
When designing a scheme of work, or contacting a student’s parents or planning a trip, do we actively involve others in the process? Not only is it useful to share workload when completing complex tasks, you will also benefit from colleagues’ experiences too. In their roles, they may well have encountered similar issues to the one you are busy solving. I always find it helps to see things from a different perspective – it also pays dividends to learn from other people’s mistakes!
3. When analysing your own performance, focus on the important details
It’s very easy when things don’t go to plan, that we can make excuses. Studies show that this happens even more often when others are observing – some people just don’t like to take responsibility for things that THEY could have done differently. For instance, a particular cohort of students may have a real issue with completing homework on time and to a good standard. Is this a behaviour issue? is it their organisation skills? Is there a knowledge deficit? Do they lack engagement with their subject? It’s vital to determine the correct cause of the issue, or else you will waste energy trying to solve a problem that doesn’t exist, whilst the real problem keeps rumbling on.
4. When holding others accountable, ask the right questions
The same studies that show our unwillingness to hold ourselves responsible also show that we prefer to blame others. Teachers MUST hold each other accountable. Without this, we won’t be able to maintain and drive up standards. However, this can be done in a positive, developmental way, or it can become punitive and lead to decreased motivation. When asking colleagues to evaluate their own performance, ask questions that generate practical and useful answers. Framing ‘problems’ as ‘opportunities to develop specific teaching methods’ is another proven strategy. Another popular one is the ‘feedback sandwich’ – give one piece of positive feedback, then one way to improve and then another positive. Remind colleagues that they have more good points than bad, but don’t shy away from being totally honest. Over the long term, it’s important to make sure that colleagues feel supported and encouraged. Even teachers who are completely honest in their self-evaluation won’t feel motivated to fix problems if they feel their positive attributes aren’t valued.
5. Keep in regular contact with each other
This one is my own particular failing (hence why I put it at the end!) but it makes a huge difference when I get it right. Far too easily we can become engrossed in a never-ending checklist of day-to-day tasks. It’s important, now and again, to let others know what you are up to. Also to engage them in a conversation about how they could participate, or how you could help them. In my own experience, it prevents problems down the line, where I’ve ended up duplicating the work a colleague had already done, or where I could have offered help before a problem reared its head. One very short email every week or so is all it takes and the shorter it is, the better!
Call to action!
The best teachers will always act on advice, even if they only focus on one tiny snippet at a time. Don’t get left behind! Take one small step from those outlined above and spend no more than five minutes on it TODAY. You know fine well if you leave it until tomorrow then it will never get done. Be outstanding and raise achievement NOW!
Does having grades written on assessed pieces of work help or hinder the progress of students? Many schools in the UK and across the world are beginning to adopt “comment only” marking policies, claiming greater success than with traditional “grading” methods. This week I want to consider the pros and cons of each.
Why we use grades
Students like to know how well they have done so that they can compare themselves to their targets and to their peers. It gives them a clear idea of how hard they need to work in the future to maintain or improve upon their current performance.
Schools like to know where to place students against their targets, so that they can assess the quality of the education they provide, in order to maintain and drive up standards over time.
Parents like to know what grades their children have achieved as it helps them to assess the quality of their school provision and enables them to plan for additional support at home if needed.
Conclusion: Grades work! So why would anyone decide to change?
Pitfalls of grades
Increasingly, evidence from studies around the world has demonstrated that a “comment only” marking policy is more likely to influence a student’s future study habits than a “grade only” or “comment and grade” system. This seems counter-intuitive. Surely, if a student is given more information about their performance then they will perform better in the future? Unfortunately not – they tend to forget about the comments made by the teacher and focus solely on their grade. This takes their focus away from the clear guidance on how to improve and replaces the guidance with a label.
Labelling is often very useful, as it helps us quickly identify and categorise things. However, when we give grades, we hang it around students’ necks like a name badge for the lesson, week, term or even year. This can have hugely demotivating consequences for them. If students have done well, they won’t feel as though they need to try harder. If they haven’t done well then grades won’t tell them how to improve (remember – seeing the grade will cause them to ignore most of the written feedback).
Grades are also not always helpful when assessments are largely formative. As I’ve mentioned in previous posts, the feedback process is eternal. In contrast, grades are so “final”. They don’t necessarily tell us what grade a student is currently working at, as progression is not linear – it goes up and down over time (but hopefully more up than down).
So, what is better about “comment only” marking?
“Comment only” marking requires students to evaluate the standard of their work, using the guidance you’ve given, helping them to plan for their own progress. For many students, when they see a “B” grade, they think that that will do (and they may even be right!) However, they might not understand how they achieved that grade, particularly in subjects where assessment is done via extended writing tasks. If they don’t know how they achieved the “B” grade, then they are not in a good position to repeat or improve upon that success later on. “Comment only” marking offers a solution to this, by showing students specific things they can do, to achieve marks in specific areas.
“Comment only” marking: Four Handy Tips
Give feedback quickly – the longer you leave it, the less impact it will have on the student.
Be focused. You don’t need to comment on everything – choose the points that will make the most significant difference to the student’s work (probably not spelling in the majority of subjects)
Be specific – don’t write “add more detail here”, do write “explain why Henry VIII broke away from the Catholic Church”
Make positive comments as well as negative ones – e.g. “thorough explanation of Plato’s Allegory of the Cave”
Use the language of the exam board (if appropriate), to help students understand how to show greater quality next time – e.g. “compare this theory to the theories you studied earlier in the course – which is more persuasive and why?”
I’d like to challenge you to have a go at “comment only” marking (where previously you would have included a grade) over the next few weeks. See what difference it makes to students in one class and let me know what you’ve found.
In an ideal world, we would plan a sequence of lessons, teach it according to the plan, encourage lots of revision and then little Jimmy would demonstrate every last thing you’ve taught him when it came to the examination. Unfortunately, this isn’t an ideal world and for many reasons we purposefully deviate from our initial plans. Add to this the fact that Jimmy is burdened with huge volumes of information to recall, analyse and evaluate. There’s also a good chance he isn’t doing any independent learning at home. Critically, Jimmy just does not seem to “test well”, even when under less formal conditions he demonstrates deep understanding and applies skills effectively. Houston, we have a revision problem! But is there a solution?
Below I’ve identified the four key factors , in my own teaching experience, which have had the most significant positive impact on revision and consequently on examination success
1. Prioritise key topics
In any given exam, the question setters want the candidates to demonstrate mastery of particular topics and skills. The questions they have asked in the past are usually* a good guide to what they will expect students to know in the future, so plan accordingly. If for example, an examination board had set out eight topics for students to learn but had only asked questions about seven of them so far, then that might be a trigger to focus particularly on the only unexamined topic as a priority. So, throughout your sequence of lessons, ensure you give extra time to topics/skills that:
Cross over into a number of different examination questions
Look like they are more likely to come up this time
Previous students have struggled with in past examinations.
*Warning: trying to guess the questions in advance is a risky strategy. Sometimes it pays dividends, but it can also lead to damaging outcomes if content is not also revised thoroughly.
2. How to not run out of time
Timing in examinations is frequently used by students as a reason for underperformance. However in the majority of cases that I’ve witnessed, it doesn’t really stand up to any level of scrutiny. Most of the students who cite “timing” as the reason for not finishing a paper actually spent a lot of their time in the exam writing nothing, because they were struggling to recall information. This is not a timing issue, but a memory issue.
3 methods for memorising key pieces of content include:
Peer Q&A – students pair up and test each other using quickfire questions
Cue cards – on one side students write out 3-5 bullet points summarising a topic. They do this for a number of topics, then hand them over to someone else, who will test their memory of the key bullet points.
Jigsaws – students create a 3×3 grid. On one side of each line, they write out a statement, keyword, case study, scholar, quote, etc. On the other side of each line, they write out a corresponding statement, definition, case study conclusion, theory name, etc. On the outer parts of the grid they can write down some red herrings, so that when it has all been cut out, they will find completing the grid more of a challenge. The higher the level of challenge, the more active the brain will be and consequently the more likely that students will be able to recall the information quickly enough.
Jigsaw Grid (Christian attitudes towards abortion and euthanasia)
3. Practise, practise, practise
Usain Bolt is the 100m world record holder. How did he become this? Clue: he didn’t just spend all of his time reading about running, drawing diagrams about running, creating calendars about when he will run in the future and watching other people run. He practised running. Over and over and over and over. Bolt knew that in order to ensure success on the day when it counted the most, he would have to work just as hard on days when it (seemed like it) counted the least. He will have “failed”, by his own standards, on so many of those practise runs that it would make many runners give up. However, he just saw these failures as another way not to do things on race day. Gradually, he cut out these mistakes and by the end of his training, he didn’t make errors anymore. He trained hard so that the race would be easy. Many of his competitors will have trained easy, but predictably their race was too hard. Students must approach their revision for examinations in exactly the same way.
Top performers in all professions have something in common. They typically have a morning routine during their training, which doesn’t change on the day when they need to perform under pressure at the highest level. This is true for athletes, politicians, soldiers, singers, entrepreneurs, actors, etc, etc.
Far in advance of the examination, give students an opportunity to reflect on their own morning routine and to evaluate its advantages and disadvantages with regards to their performance later in the day. Having students do this on a regular basis will help them find their own routine which works for them. Once they find their routine, encourage students to stick to it as closely as possible, particularly on the day of their examination.
In my own experience, students have benefited from this as they approach examination day. Fear of the unknown is the worst of all. But if we can our get students to reflect about every minute of their day, then some of that fear will dissipate. Some students might even see examination day as just a normal day like any other. After all, they aren’t doing anything differently.
Please share this post with other teachers – this is the “business end” of the academic year and we all need all the help we can get!