Effective feedback and staff well-being twilight

1. RVHS Twilight
We will cover two topics in this twilight:
1. Staff wellbeing
2. Effective feedback
Please sit on a table which does not contain a member of your
faculty!

2. Staff Wellbeing
2017-18

4. Survey
Results
Areas for improvement which can be addressed:
• Communications
• Admin
• Data
• Workload / marking /prep
• Number of non-contacts
• Staff room not used positively enough
• Lack of breaks
• Amount of additional weekly hours
• Meetings
• External changes

5. Staff skills
It would be nice to have a small wellbeing team so if
anyone has particular skills or talents that they think
would benefit colleagues please email me - eg
counselling / financial expertise / Reiki / Art clubs /
Staff choir / Book club / Staff forum / Classroom
management / Quick family meal ideas!! etc etc - it
would be great to have a mixture of teaching and
non-teaching staff involved….
If you don’t feel that you have the time but have ideas
please put them in the staff suggestions box in the
staffroom….

6. 1. Early finish / Late start Open Evening / School Closure 24/11/17
2. Suggestion box in the staff room / TEACHERS Time-Savers file G.DRIVE
shared
3. Take some responsibility for our own well-being - without feeling guilty!
4. Ensure sure that in all the time spent marking, that the feedback is useful
5. Ask for CPD and training that is relevant and useful to you
6. Use school policies designed to support us
7. Keep our aspirations and expectations high
8. Leaders to include wellbeing in meeting agendas - share ideas and feedback
9. Remember that this IS STILL a respected, vocational career!

7. Staff governors - Chrys Perera / David Tisdale
Union representatives - Chrys Perera NASUWT /
Shari Wilson NUT/ATL
Social Club - Chrys Perera et al

8. Moving Forwards
….We need to make suggestions and put things in
place to help support our wellbeing - however,
this needs to be a collective and sustained
effort, also to not feel as if it’s another chore!
Please use opportunities offered to voice your
ideas.
Your participation in whatever form it takes is
much appreciated.

9. Feedback, marking and progress
Q. What are our expectations for feedback and marking?
Some of our expectations on feedback:-
• Be predominately encouraging and constructive
• Challenge the students to think for themselves
• Create opportunities for student dialogue
Some of our expectations on marking:-
• Marking should be diagnostic in nature and provide opportunities
for the student to understand the process required to improve
• Must be regular, kept up-to-date, and promptly returned to
students
• Marking can be carried out in the forms of: teacher marking,
teacher oral feedback, self marking and peer marking. Peer and
self marking should be written in green pen

10. Marking for literacy

11. KS3

13. KS4

16. Effective Feedback
Why is feedback important?
Who is it important to? Why?
What will they do with it?

17. Giving students feedback in the classroom during
the learning process has been proven to increase
learning and improve student outcomes. When
given correctly, feedback guides the student in their
learning process and gives them the direction they
need to reach the target or goal of the
lesson. Feedback sends a message to the student
that you care about the learning taking place. It
also allows the student to become more engaged
and involved in the classroom.

18. But how do we achieve this?
• Timing.
Our timing has to be spot on! There is no point
in giving feedback for a piece of work that the
student has forgotten about because they did it
weeks ago!
Students need to receive the feedback so there
is still time for them to use it towards the target
goal

19. • Feedback should correct major issues and
misconceptions.
• Feedback should provide students a guide on where
to go next and what to focus on.
• Teachers must realise that 100% mastery of the
subject matter is not realistic for most.
• It is critical that students are not overwhelmed by
feedback that tries to correct everything so
prioritisation by the teacher is important.
• Examples - select two or three points in a paper to
comment on and be sure to comment on strengths as
well as weaknesses

20. Think about this!
• How much time do we spend on the planning
and delivery of a ‘good’ starter?
• How much time do we spend on the plenary?
• Can we rank them in order of importance?
• Which one is more important for you?

21. Closing the Gap
• We all use it!
• How effective is it?
• We do it for assessments but why cant we
close a gap in every lesson?
• Most of the time, it is because we do not give
ourselves enough time to close a gap in the
lesson.
• Maybe a 10 minute plenary is not enough!!

22. Ask yourself this
• When students are feeding back what their
partner has done, are you happy with the
response?
• If you're not happy, why would the student
whose work has been marked be happy?
• What do we do with the EBI?
• Work on it in another lesson? That might be
too late!

23. For example
• WWW: Quite good, good understanding
• EBI: Need to write more
• WHERE DO I GO WITH THIS???

24. Effective feedback
• There has to be a clear success criteria. If you use an exam
marking criteria, it might be too wordy! Break it down so that the
student understands what it is asking them to do.
• Model a good and bad response.
• Demand silence during marking because it requires concentration.
• Interrogate the assessor. Ask them to give their partner an
example of a piece of work that they need to work on.
• Train the students to feedback around the marking criteria.
• Plan your lesson so that there is enough time for the students to
effectively feedback to one another. Reflect on what they need to
do to make it better and then allow them to rectify or improve
their work. Then get them to share their work with the class so
that they feel as though they have reflected, learned from, and
closed the gap in their knowledge.

25. What not to do!
Feedback on language analysis
• WWW: good understanding and lots of
quotes.
• EBI: Use more descriptive words and make it
longer.

26. What to do
AO2 Selecting words and phrases and
explaining their effects
• WWW: Your AO1 is strong. You have understood
the character and why the audience are not
supposed to like him. You have also selected
appropriate quotes to support your answer.
• EBI: Your AO2 is not as secure. Although you
have selected words and phrases, you have not
identified the technique or explained the effect
it is supposed to have on the audience.
• Look at the verb ‘scanned’ and explain why the
writer chose that word.

27. End of topic CTG
• Students complete topic
• Complete end of topic test
• Test is marked
• CTG completed

28. Topic
covered by
individual
questions
on test
Improve
ment
tasks for
each
topic
Students
tick what
topics they
need to
improve on
and
answer the
improveme
nt tasks in
green pen
in their
book
CTG
completed

30. 6 mark CTG

31. Success
criteria
Planning
area
Answer
for task
Feedback

33. Personalised learning

34. Choose your own learning journey for
this lesson
Level 4
What is your target
grade?
Level 5
Level 6
Complete
section 1
of
booklet
Complete
section 2
of
booklet
Complete
section 3
of
booklet
When you’ve
finished, find a
friend who has
finished too and
compare
questions
SAFETY NET
• Friends
• Exercise books
• Revision pages at side of
room

35. Choose your own learning journey for
this lesson
Qs 1-4
Which questions did you
find the most difficult?
Qs 5-8
Qs 9-11
Complete
section 1
of
booklet
Complete
section 2
of
booklet
Complete
section 3
of
booklet
When you’ve
finished, find a
friend who has
finished too and
complete
SAFETY NET
• Friends
• Exercise books
• Revision pages at side of
room

36. Marking rubrics/grids

37. • Marking tool (peer/Self)
• Exam confidence and focus
• Independence
• Time/workload

38. AS/A level marking
One way of doing it

39. Stage One
Set the essay Secretly write a model answer

40. Stage Two
Mark the essays thoroughly on a separate
sheet but don’t return it yet but do give them
their essays back
Give them the model answer and get them to
highlight what they did not include and what
they did include

41. Stage Three
Now let them use the mark scheme to
mark each others work. You could do
this twice at first. Tell them not to be
harsh or lenient.
Now ask them what they think
they got as a grade

42. Stage Four
Tell them what they actually got by
giving them back the separate mark
sheet you spent ages doing
Tell them that this always happens at
first. It isn’t easy but you can do it if you
are prepared to work

43. Repeat the process with less and less
Next time you could give them a mark
scheme without such exhaustive feedback
(with or without a model answer) and
hopefully they will improve.
In other words, gradually remove the support
each time depending on what you feel is
best. They should get better and better.

45. Personalised Learning Checklists (PLCs)
Myunderstandingon___/___/___
Myunderstandingon___/___/___
Myunderstandingon___/___/___
-P2.1 Physical quantities
Know that physical quantities have a numerical value and a unit
Make estimates of physical quantities listed in this specification.
-P2.4 Scalars and vectors
Give examples of scalar and vector quantities
Perform calculations using vector addition and subtraction
Perform calculations using a vector triangle to determine the
resultant of any
two coplanar vectors
Perform calculations involving resolving a vector into two
perpendicular
components; Fx = F cosθ ; Fy = F sinθ
1. PLC for individual units/ topics
printed
2. Students identify areas they
need to work on in a unit on a
specific date. They will RAG
knowledge with green being
secure, yellow being requires
improvement and red equalling
poor or a concern.
3. Students reassess knowledge
after an assessment.
3. Teachers provide direction/
feedback for students based on
PLC and assessment, so students
know how and where to focus
their effort to improve.
4. Students reassess knowledge
after completing directed actions.