Good Practice at Upton: DIRT continues to develop
Geography:Dirt being used with Year 7 in a decision making exercise
Click on the link below for an example of an Outstanding lesson plan in Geography using the TEEP planning cycle:
English:DIRT being used with Year 7 for extended writing, and Jet pack Joyride!
Click on the link below for an example of an Outstanding lesson plan in English using the TEEP planning cycle:
History: DIRT used withYear 7 and Year 10 GCSE on sources
Food Technology: DIRT used to improve recipes and skills
Click on the link below for an example of an Outstanding lesson plan in Food Technology using the TEEP planning cycle:
Art: DIRT used in learning conversations
Maths: DIRT used for homework
Click on the link below for an example of an Outstanding lesson plan and PowerPoint in Maths using the TEEP planning cycle:
Click on the link below for an example of an Outstanding lesson plan and PowerPoint in Business Studies using the TEEP planning cycle:
Science: DIRT being used at KS4
MFL:Good practice with DIRT
How to help students on in their learning:
Too small to read? click on the link to download:
Using Lego to show population size and growth:
Article of the week: We are not the only school doing it!!
Marking – Effective, Developmental & Time-Saving
Raise the profile – Power to the Students!
Put the students in the driving seat, after all, we love to recognise their hard work so why shouldn’t this become a reciprocal arrangement? Hence the ‘Purple Pen of Power’ A simple, yet effective way to engage and empower students to secure progress. I’m not saying this is unique in our school, because it’s not, however, offering frequent opportunities for all pupils to ‘have their say’ in making progress is proving highly successful.
The strategy of dedicated improvement and reflection time (DiRT) is a much talked about and covered topic which is proven to be highly effective in encouraging students to play a more active role in your marking of their work and the work of their peers. In essence, it creates an element of accountability for all parties involved in the process. In fact, the purple pen is so loved it’s created quite a stir, as enterprising students have taken it upon themselves to create ‘purple pen holders’ and sell them to teachers, with great success I might add – who would’ve thought DiRT could generate such a buzz!?
I’ve been inspired by the insightful work of David Didau ‘The Learning Spy’ and this is where I came across this very useful feedback flowchart, I recommend reading his blog on this topic. if you haven’t done so already:
Developmental and effective = Progress
What does marking look like when it’s effective and secures progress for all learners and of course, how do we achieve the marking nirvana that is; Demonstrating progress over time? or to rephrase the question: how often do you set aside time in your lesson for DiRT and what is the ratio between the time you have taken to mark a students work in comparison to the time they have taken to formulate a response?
Time, workload and having a life!
Talking to staff informally, nationally (usually on twitter), locally (usually at various teachmeets) and of course in my own school context, I’m sure it will come as no surprise that time and work life balance always features highly in the topic of conversation. Marking can be a beast, soaking up hour upon hour and if you’re not careful, one that will catch up with you if you take your finger off the pulse. My opinion is that working smart, and not necessarily hard with your marking will go some way to managing your workload.
So with this in mind, what can we do to ensure that marking remains a high-profile element of the teaching and learning backbone? Firstly, we don’t make excuses for not doing it, instead we work together in an open, supportive forum to develop time-saving and effective strategies which will hopefully reinvigorate that love of marking. Here are a couple of quick snaps I’ve taken to try to capture effective teacher feedback where I feel it strikes the balanced ratio of teacher:student workload. What becomes obvious is that the myth that every piece of work needs to be marked, has been dispelled; yes work has been acknowledged but not necessarily in receipt of feedback which is a token gesture. The reason? because it wasn’t relevant for this particular piece of work, and I think this is the fundamental error that some teachers make – remember it’s okay to simply tick certain pieces of work where feedback isn’t appropriate, don’t make up feedback for the sake of it!
Here is evidence of our staff recommendations in action; teacher marking is in green and student response in purple. Consider when detailed feedback is needed, and ask yourself; does it always have to be you that does it?
In an educational landscape where teachers workloads are ever-expanding, we mustn’t lose sight of what’s really important in our role, ensuring all students make progress and marking is a crucial aspect in this process. I think that opening up a creative whole school dialogue, in a non-judgemental and supportive culture is essential in ensuring that marking doesn’t become the elephant in the room. And don’t forget, peer and self-assessment are every bit as important as ‘traditional’ marking.
I’d also like to thank Ross McGill (aka @teachertoolkit) for his relentless and quite profound blogging on this topic, offering such practical resources such as this, the ‘5 Minute Marking Plan’ – helping claw back valuable time with our ever-increasing workloads.
1. Visible Learning for Teachers: Maximizing Impact on Learning by
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.This book:
- links the biggest ever research project on teaching strategies to practical classroom implementation
- champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
- offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
- includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
- now includes additional meta-analyses bringing the total cited within the research to over 900
- comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
1) Examples of how to populate the TEEP cycle in History
2) Becoming a TEEP ambassador school
3) Success is: feeling that tingle of excitement about what you do, sticking with what matters through hard times, living a life you can feel proud of in retrospect. These talks say it all.
4) Need a burst of inspiration? Wildly creative thinkers share ideas, strategies and warmhearted encouragement to let your genius out.
5) Top 10 apps from Gary King
See. Touch. Learn. You can build custom picture card lessons and automatically track students responses. Includes a starter set of stunning, high-quality images and 60 exercises.
EarthViewer. What did Earth look like 250 million years ago? Or 1 billion years ago? Or 4.5 billion years ago? EarthViewer is an interactive tool for tablet computers that allows you to explore the science of Earth’s deep history.
The Phrase Verbs machine. Here you can find animated illustrations of 100 phrasal verbs set in the circus world of ‘Phraso’ and his friends. Frequently, phrasal verbs can have more than one meaning. You can find an example sentences in English and the translation into five different languages. Also included are other meanings when they are useful or necessary to fully understand the phrasal verb.
Flipboard. Flipboard is your personal magazine, filled with the things you care about. You can curate the content to and catch up on the news, discover amazing things from around the world and connect to the people globally.
Orbit Architect. Orbit Architect allows you to interactively design and explore satellite orbital geometry through the multi-touch interface of the iPad. You can manipulate a satellite orbit using pinch and rotate multi-touch gestures, see the effects on the orbit and its ground track in real-time, and animate the results. As you change the orbit, dynamic diagrams will illuminate the meaning of each orbital parameter. Finally, the results can then be emailed to yourself or to a friend. Great for Science lessons!
Solve the Outbreak. Fantastic for global awareness learning. Students get clues, analyse data, solve the case, and save lives! In this fun app they are the Disease Detective. Do they quarantine the village? Talk to people who are sick? Ask for more lab results? The better their answers, the higher your score – and the more quickly they’ll save lives. Students start out as a trainee and can earn badges by solving cases, with the goal of earning the top rank: Disease Detective.
Hubble Space Telescope Discoveries. Students can soar through the universe with the Hubble Space Telescope, exploring discoveries from dark energy to colliding galaxies. This highly interactive eBook features video, image galleries and more to reveal the record of scientific breakthroughs behind Hubble’s stunning images of the cosmos.
Comics in the classroom. This is an interesting approach to teaching history to children through digital comics, with topics including Pearl Harbour, Florence Nightingale and Jack the Ripper. Children fill in the speech bubbles to prove their understanding of the subjects. Three comics are included, with additional ones available as 69p in-app purchases.
Bump. Lets students and teachers exchange information, files and videos by touching two devices together. Great for collaborative learning both within and outside the classroom.
6) A presentation on Growth Mindset: