James Nottingham's Slides
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This document contains information from multiple sources on educational topics. It includes sections on feedback questions, writing checklists, essay structures, homework effects, assessing without threats, and using data to track student progress. Various websites are referenced throughout relating to math criteria, history marksheets, and individual school targets.
James Nottingham's Slides
- 2. Children learn (sometimes better) without us
- 3. Top 3 Feedback Questions 1. Where am I going? 2. How much progress have I made so far? 3. What are my next steps?
- 5. Writing Checklist www.hipsburn.northumberland.eschools.co.uk For example The mud is squelchy and sticks to my wellies like syrup The ogre in my story is really quite shy but he pretends to be brave and a bit bossy Learning goal To use descriptive words when writing about places and characters
- 6. Sharp pencil Title Date Capital Letters Full stops Describe the character Describe the place First, next, then, finally And, but, so, while, because ✔ ✔ ✔ ✔ ✗ ✔ ✗ ✔ ✗ Fun action words (bounded, sprang) ✔ Rhyming words (loud, proud, crowd) ✔ 1. Draft 2. Assess 3. Edit 4. Mark 5. Complete www.hipsburn. northumberland. eschools.co.uk
- 7. Introduction 4+ sentences Proposition stated Outline of narrative Context of topic Body of essay 3+ paragraphs 6+ facts per paragraph Inter-relationships Argument is relevant Quote with source given Conclusion 3+ sentences Summation Proof of proposition Specific reference to assess/evaluate History Marksheet by Frank Egan www.aranmore.wa.edu.au “I can actually see how to improve, it’s obvious.”
- 8. Collect Samples 1. Best 2. Good 3. Average
- 9. Previewing can double the rate of pupil progress (Hattie, 2012) Preview clubs Home-prep Pre-course reading Small group preview Preview
- 10. Homework – average effect size = 0.29 Hattie, 2009 ES = 0.01 ES = 0.54 Preview 0.90
- 11. a. Gains in national tests b. Pupils supporting views with reasons c. Teachers using open- ended questions (in other subjects) d. Number of questions asked by pupils e. Percentage of pupils engaged throughout f. Incidences of supporting what others have said g. Incidences of challenging what others have said h. Quality of the dialogue Progress in P4C
- 12. From Challenging Learning, 2010
- 13. Group Feedback Pre-Post Gain Attitudes A Comments only B Marks only C Marks and comments 30% gain No gain No gain Positive Top 25% + Bottom 25% - Top 25% + Bottom 25% - The impact of grades & comments Ruth Butler (1997)
- 14. Assessing does not mean threatening (Clermont Université) Performance Mastery Low Value British Journal of Educational Psychology, March 2013 Negative effect on girls Negative effect on boys High grades for both
- 15. Do NOT look inside the box Derren Brown: Trick or Treat
- 17. Listening Asking questions Concentrating Giving reasons Paraphrasing Connecting Connectives Adverbs Metaphors Learning Detectives www.amble.firstschool.org.uk
- 19. He’s making good progress She is a delight to have in class and always tries her best If he tried harder, he could really excel A for effort Always polite and willing to try He has the confidence to say no
- 20. Achievement AND impact Impact (progress) Achievement 1. High A Low P 2. High A High P 3. Low A Low P 4. Low A High P 0.4
- 21. NAPLAN Scores, Year 9 Secondary College, Melbourne
- 22. Reading Scores Primary School, Victoria
- 24. Grade Effort
- 27. The Language of Learning
Editor's Notes
- #15: Focus on progress – but more on that later