FACT: Many schools still have blanket marking and feedback policies which dictate frequency and form of marking, e.g. one mark every four lessons, with a comment on progress and two DIRT tasks (just an example)
OPINION: One-size-fits-all policies prevent us from doing what matters most for students in each subject. Academic subjects are distinct disciplines which need different treatment; excellent feedback in music is very different to great feedback in maths.
FACT: It can take anything from 2-4 hours to mark a full set of exercise books in English, depending on class size, level and marking policy requirements. If we take an average of 3 hours per set (6 minutes per book in a set of 30), and six classes for a full time main-scale English teacher, that’s 18 hours of marking per week. That’s before we even begin to complete data, pastoral and admin tasks, planning or subject knowledge development.
OPINION: Most written feedback has impact, but that impact is NOT commensurate with the sheer amount of time teachers invest in the act of marking. Students can make the same or better progress if teachers STOP giving written feedback and, instead, invest their time in better planning and subject knowledge development.
Continue reading “Zero Written Feedback: a trial”
In ten years of teaching, I am embarrassed to say, I have never managed to do homework right. It has always felt like an extra thing; to plan, to remember, to take in, to mark and to cause friction between myself and my students. Growing up, I also remember some homework tasks at school which made me anxious. My own circumstances meant that I didn’t have the resources, time or capacity to do some of the things my peers could. Homework has been something I have shunned and put to one side, doing enough to meet school policy, but without any real passion or engagement. That has changed this year.
I have been leading teaching and learning since January 2018, and it is about time I put my money where my mouth is and upped my homework game – lead by example and all that… Continue reading “Seven ways I’ve kicked my homework habit…”
This post is based on workshops I have led this summer at both the Leeds Trinity University NQT Conference, and at Teaching and Learning Leeds 2017 (hosted by The Grammar School at Leeds). If you attended either of these sessions and have questions, suggestions or comments, I would love to hear them @funkypedagogy, or write a comment below. My thanks to Anne Williams (@agwilliams9) and Charlotte Wright (@commahound) for asking me to speak at these brilliant events and providing the impetus I needed.
differentiation: know your students and act accordingly. Anything which seeks to complicate this beautifully simple idea is missing the point. Continue reading “differentiation (with a small ‘d’)”
It was only after I had got through GCSEs, A Levels, an English Degree and my PGCE year that I discovered I am dyslexic. My particular brand of dyslexia manifests itself in letter, number and colour recognition. In other words, I misread words, struggle to recognise spelling errors (including my own), read more slowly than average, and have struggled for years with my handwriting. The fact that I am an English teacher just adds to the fun. Continue reading “The Dyslexic English Teacher”
I am just about to start my sixth year as a teacher, and was having a chat with a family friend who is about to start his NQT year. As he picked my brains over coffee and told me all of the things he was worrying about already, I realised how much I wish I’d known when I had started five years ago. This is pretty simple stuff, but is not intended to be patronising – in my first week on the job, I struggled to see past my own fear and focus on the things I could control. I hope some of these ideas are useful…
The first week – no need for bells and whistles:
Don’t dwell too much on overly complicated lessons with 8 parts and all-singing, all-dancing resources. There is no way you’ll get through what you think you will, and you will exhaust yourself with planning before you even start. Just make sure that each first lesson with a new class is solid, and that you give them a chance to get to know you and what you expect in your classroom. Continue reading “Things I wish I’d known before my first week in teaching…”
I am always amazed by the dedication and sheer geekery of some teachers. At 10am on Saturday 11th July (the FINAL weekend of the school term), teachers from around Leeds and Bradford (plus, you know, Bahrain, just because…) descended on Appleton Academy for a day of inspiration and all round teacher banter.
The day was part of our project called ‘Writing for Bradford’ which you can see details about here.
Continue reading “#TMBrad – Teachmeet reflection..”
This summer, my school (Appleton Academy) will be hosting an exciting project to promote writing in Bradford schools. It will involve working collaboratively with professional writers, spoken word artists, academics, university students and teachers. The project is open to any interested schools in the Bradford/West Yorkshire area. Please see the information in this document: Writing Bradford leaflet
If you are interested in being involved, or would like more information, please contact me on my work email: firstname.lastname@example.org or on Twitter @funkypedagogy