In Business Studies I have regular lessons where the starter is going through the work I've marked, doing any spelling corrections as well as writing a reflection comment based on my comments.
I then get pupils to write down a list of things they need to remember to do or improve on next time. Then when we are about to start a new piece of writing, my starter will be to find that list and ensure that it is in front of them when doing the new piece.
With regards to "the more effort i put in to my marking, the more effort they will put in to their work," I believe this works up to a point. I can see it working well with higher ability pupils but think that when it comes to lower ability, you could potentially give them so many things to improve upon that it becomes too much. Yes, by all means, target one thing at a time but again it becomes a balancing act for pupils, some of whom will struggle to cope with.
I like the idea of drafting work but time restrictions immediately come to mind. It could be done in our Year 9 foundation year but at GCSE level it's just not possible. Particularly as in Business pupils do controlled assessments so drafting is dodgy territory.
Whenever I do peer feedback, especially with lower ability pupils, I give them specific things to comment on. This not only checks their understanding of the key words but also makes their feedback more worth while.
I'm a big supporter of regular marking moderation as I know I sometimes end up focusing my marking on the negative rather than the positive. Moderation is a great way for me to pick up on when I'm doing this or to be picked up on it.
All in all, I agree with the end quote:
"A decent leader should have a damned good idea about whose books need monitoring and whose can be used as exemplars. Middle leaders should be scrutinising their teams’ books regularly and sharing the findings in a non-judgmental but in way which very clear about their high expectations. This is just too important to leave to chance."
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