As a member of our school's 'Learning Team', I have been directed to form and carry out my own 'Passion Project.' More knowledgeable and prolific bloggers than myself have time and time again discussed the importance of feedback. Intuitively, this is nothing new- I loved it as a kid (yes, I was a bit of a geek on reflection). As a result, I thought I'd spend copious amounts (about half) of my photocopying and printing budget on flashy new displays that can actually be used and integrated within the course of my own lessons. The Dropbox link to everything on these walls can be found here
if you'd like to steal...
So, three things I have on my walls in my new room (which is my own room, and I LOVE having my own room!) I thought I'd share are Magic Folders, A DIY Learning Wall and a VCOP Modelling Wall
(the last of these isn't really feedback based per se, but is certainly part of the conversation to have during the lead up to a task, in that I can refer to mistakes/misconceptions from a previous piece of writing).
1. Magic folders:
when marking work, I place coloured dots (very cheap from ASDA if memory serves) when I see a basic literacy (or other) kind of mistake, which links to one of the folders I have pinned to my back wall (see picture- if you zoom, each folder has a different coloured dot on it).
time, students then respond to my feedback, as well as finding tasks on the back wall that link to a mistake they have made. Obviously, you can have all manner of tasks but I'm starting with simple ones. It's shaved a tonne of time off my marking and students seem to enjoy the process of getting something back for their work and tangibly improving it.
2. A DIY Learning Wall (pic below):
This is probably just dressed up and overly flashy, but I am really keen on helping students articulate themselves within the context of a lesson. Part of this is having a dedicated wall to help them structure their feedback to one another, as well as reflecting upon their own success. It's simply a collection of sentence stems, as well as a question grid from John Sayers
to also help students come up with their own questions- yesterday, I had students ask questions to Lady Macbeth using the question grid, which worked nicely too. DISCLAIMER: bland health and safety display on bottom left is not mine...
3. A Modelling VCOP Wall Space:
We have a shiny new build which is fab (despite the fact my interactive whiteboard hasn't worked since the start of term). However, the builders decided to put the whiteboards on a height that only probably the 7 foot plus Peter Crouch could justifiably use. I decided to use this wasted top area as a place to put VCOP posters, under which I could model each bit of the process for different types of writing for students. To begin with, I've given them the vocab/openers but I'm increasingly asking students to lead this process before writing begins. Again, see the pic below!
I've been at two tweachery things this week, both of which were superb- thanks to @funkypedagogy and @1johngillard for organising! I wanted to get something down on my blog as a record for myself and others (if you fancy reading it...).
Something I've been working on is independence- I'm probably like a lot of teachers in that I'm a big talker, and I need to stop it. I've been called on it a number of times in observations, and it's time for me to start putting into action a way of me handing it over to the kids. A common mantra of mine is that looking at results and Performance Related Pay, we can not legislate for what students do in an exam hall. I kind of hold to this, but actually, I need to recognise that it's a reality, and I need to face up to the repercussions of handing the lesson over to my students and trusting that they will make the right choices.
It's been easily the proudest two weeks of my teaching career, in that I've chosen carefully when to use certain activities and structures, and it's worked.
I thought I'd share those with you here :)
1. UNLEASH THE OUTER GRID!!!
Does what it says on the tin. Begin the lesson by asking students what they already know and share back to the front- a very easy way to gauge where they are.As the students move through the lesson and learn, they simply add this to the outer grid. However, the most important aspect of this is the conversations it facilitates between my students and myself (and more importantly, each other). Like anything, it needs to be used more than once to be at its best, but constantly asking students to add to their outer grid as the lesson progresses. This is a fantastic way to really begin to see the rates of engagement and progression throughout the class.
2. Charge Them...
I'm fairly sure I've broken a number of laws in doing this, but don't get in touch with the people at Buck House and we'll be fine :)
It's an idea I nicked from a former colleague and adapted for myself. Simply stick your head on a recognisable piece of currency (various websites can offer you the chance to do this) and then explain to students during group with that they must exchange it to receive 5 minutes of your time, which may not be divided.
What's fantastic about this is not only the hook for the students, but more importantly, the kind of conversations I heard when I asked if they wanted to 'cash in.' Students were discussing and saying things like 'no not not we need to later when we...' which was fantastic because it showed me they were beginning to look ahead, work together and plan as a group.
3. Fox Thinking Tool
Easily differentiated in terms of the tasks you place in the doughnut, which is cut up, and also divisible into different numbers of pieces.
Students are given a task each based around the same stimulus or topic, and must come together to feed back and write down the key points in the central section. A fantastic tool to use and structure activities. Template can be downloaded below.
4. Taxonomy of Errors
Stolen from @kevbartle- now my favourite tool to use to feedback or feedforward in the classroom.
I've blogged about it elsewhere here
. This simple way of listing 'levels' of errors allows students to identify the levels of errors they are making in order to improve.
I love this because it's a way of allowing students to understand that it's OK to make mistakes, and that they are in fact a vital part of the process. Giving them a tangible way to witness and analyse their own errors has transformed the progress my students are making compared with before. A fantastic tool.
It’s been a pleasure receiving such positive feedback from the teachmeet in Leeds
last Saturday, and I love being part of an online community that really does
care about its students- the passion and enthusiasm for a mid-term Saturday
morning was awesome to be part of.
As the hashtag in my title suggests, I’m still
dining out on the same bloody
thing, but hey, if it aint broke, I’m not fixing it! I saw @oldandrewuk
people still blogging on SOLO, to which my former colleague @saidthemac
a suitably sharp reply that made me smile.
But it got me thinking- what’s the point of these things that surge through the enormous populace of tweachers if they aren’t sustained and aren’t given opportunities to evolve into newer iterations of something which, let’s face it, must have been a bloody good idea in the first place for anyone to bother with.
As @gwenelope so fantastically commented in her recent blog, TofE gives ‘... an efficient and purposeful way of providing very focused feedback. Anything that saves time with marking and feedback has got to be good.’ So, I thought, why not capture that sense of feedback and give it to students before they undertake a piece of work. At the moment, we are studying ‘Transactional Writing’ in preparation for the WJEC Unit 2 exam. This lesson required the students to write a report covering how to improve their school. The resources they had were:
1. Some ‘realistic’ stats and quotes which were made up and handed to them (we discussed importance of realistic and reliable data here, but the focus was on the format of the writing, and more in depth discussion about writing a report and making stats up from scratch in the actual exam will come later!)
2. A small number of sentence stems for each section of the report
For me, it’s at the end of the year, the students are, largely speaking, burned out, they have had a ludicrous amount of supply prior to me even getting here, and they’re probably not going to remember the minute details they will need to closer to the time. My focus has been capturing engaging ways that can expose them to a range of texts and give them a platform to build on from next year.
TofE helped as it enabled me to give them the challenge of setting up their own Success Criteria in a self-differentiating way. By this I mean that students were able to target areas they felt most comfortable with, and then move on to push themselves for the more complex errors, and the movement up the ladder provided a safe platform for them to do this. I asked them to mark a sample report and filter the errors as below:
Of course, the quality of feedback is variable, but
the key is that so many students picked up on subtle points, and they often felt positively when I said that that they had found a ‘complex error.’ Notably, the informality of the langage with words such as 'rubbish' and 'reckon' was frowned upon (another battle I feel like I've won with them recognising this!) They saw that they could jump highly in a very short space of time, and this suddenly made the more mundane errors much, much easier to fix. At the time of writing, I’m half way through the marking, and I’ve never seen so many perfectly written capital letters! The key, I found, was after this phase of the lesson in terms of the @dkmead
style critique process that we went through, which enabled a whole class success criteria to be built:
The true measure of success of this as a teaching exercise was that students all completed the work in terms of quantity, andy also in the many conversations that I had with them, it was abundantly clear to them where they needed to improve their work- I could ask them what a ‘clear suggestion’ looked like, and they could tell me- it didn’t need an enormous amount of detail in the board, as it was unpacked in the class discussion prior to this. As below, for whatever level of work is produced, reference to the ‘fixes’ allows students to understand how to progress to the next level in a much simpler, broken down way (at least that’s what I think)!
The lesson, while an improvement on the students’ previous attempts at writing a report, still needs tweaking.
When I do it again, I will:
1. Give the students more time to plan their specific sections- although there was some discussion, it needed to be more in depth in order for students to genuinely produce a coherent report, given that they were responsible for different sections
2. Back off with the sentence starters- this is something I am guilty of far too much- I want lessons to flow, students to feel confident, and me to feel like things are being done, but, in all honesty, I don’t see the long term benefits of these things, so I need to find a way of weaning myself and my students off them
3. Allow one group to work on the teacher computer- I think particularly for a task such as this, seeing a (preferably effective) example being constructed would be useful, with frequent live interviews from the front of the room
I few months ago, I posted about why it was so 'bloody' difficult to teach English.
As teachers, we live in a world of Ofsted, progress, yada yada... My own personal world is also, currently, a number of difficult classes in a new school at a difficult time of year.
Actually getting the students to engage with any kind of specific learning outcome has been difficult, and continues to be, but thanks to @kevbartle
life has become a wee bit simpler. His blog
on "Taxonomy of Errors" instantly struck a chord, and I've been running with it ever since.
The truth is, given the ludicrous nature of what is now expected in terms of planning and marking so continuously, getting the students to actually take ownership of their own work is important more now than ever.
Handing the job of feedback over to the students has been a steep learning curve for my own professional development (and continues to be), but I feel it's absolutely crucial to trust students with providing their own feedback, not least if they are going to even begin to care about their own progress in real terms, and not the hijacked, reductionist sense of the term that people seem to be so hung up on nowadays.What is Taxonomy of Errors?
Basically, a list of a range of errors that students can make in a piece of writing/work, from more basic to more complex.How do you use it?
Basically, give the different levels of errors to the students, and they mark their own work (or peer assess)
An example of my own use is whilst studying the reading unit for WJEC. We looked at a question whereby the interviewer was was surprised by what they found when they met a celebrity. I was able to give the students a taxonomy of the errors that I found from a previous reading answer in their books, which was powerful, in that the students had been shown the image above, reminding them not to make the same mistake twice... (see the slideshow below for the example!)Why do I love it so much?
- It forces me to think clearly about the success criteria I have in mind for a genuinely quality piece of work
- It helps the students recognise mistakes as an important part of the process, rather than an excuse to switch off- whether a mistake is not writing enough or not subtly interlinking various pieces of evidence, having a tangible aim is essential to keep students invested in the process
- It forces me to hand over to the students more- and trust them with taking their progression into their own hands
- It encourages a sharing culture and a common vocabulary amongst students, and gives them a framework in terms of what work requires if it is to be improved
- It's extremely flexible- it can be used pre assessment (although I would recommend after students are familiar with it) to make students aware of what they need to avoid doing, or just simply used to tack on to a piece of homework, for instance, to supplement independence
- It can be differentiated to suit any level of student- I have used it and it was amazing to see the transformation of a group of year 8 students with targets as low as level 1s, for example, as well as a higher ability year 9 class with level 6/7 targets- students can be spotting missing capitals or a lack of coherence over an entire piece of written work
- It provides me with a frame of reference when verbally feeding back to students, and sharpens the process as well, enabling me to move on and help other students
So here goes, I'm starting the new job on Monday as a "Lead Learner" of English.
I've been sitting in front of my laptop for days now, trying to soak up all of the incredible stuff online from so many other teachers around the country. Special mentions must go to Alex Quigley
and David Didau
, both of whom produce so much of quality I can never really hope to keep up. Here, I am reminded of my previous blog post
about what I'd tell my NQT self 3 years ago about not rushing my own development.
However, there's so much "big picture" stuff which is exciting but kind of intimidating at the same time. In the background, I will keep these ticking away:
- Continual improvement of oracy: really useful post here from David Didau was reassuring in that oracy isn't tacked on, but should be embedded in the talk and activities the students are continually undertaking during my lessons.
- iPads and digital stuff: I love this. I'm a gadget freak. However, I have a lot of work to do in terms of being able to integrate this into a new school- if I am even able to. Encouraging discussions and an incredible blog here by Daniel Edwards has given me a number of superb starting places in terms of long term planning to embed these into a department or even school. Obviously, I'm a small cog in a large wheel, but taking these ideas and plans to the decision makers will be useful!
- Bridging the gap: Rachael Stevens' blog posts have been timely and exceptionally useful in terms of bridging the gap, and the enormous complexities behind what goes on in and outside of the classroom. I would love to open up discussion on identification of underachievement and using older students as mentors to provide a non-threatening and supportive environment, especially looking at FSM students.
- Lesson study and planning buddies: I also loved Rachael's post on 'lesson study' which is exactly the kind of thing, from a Teaching and Learning perspective, that I would like to encourage in any department I work in. I shared lessons with a colleague at my last school, but I want to take this further in terms of critiquing and fine-tuning lessons together, and having honest and open discussions with students about what they found helpful or not. For what it's worth, this is much more the kind of collaborative professional development that Ofsted and co. should think about. Encouraging a positive exchange of ideas is what improvement is about, not spotting what hasn't gone on.
So what's the plan?
Anyway, I want to break down my plans, and any comments/advice would be welcome. The major issue is that I don't really know what to expect in terms of the day to day workings of the department, so I think it's going of seeing how it goes. However, I have decided to take a few things with me and embed them into my practice, as below:
1. Charting progress in books
: probably my achilles heel. Something I want to get much, much better at. To help this, I want to work on adopting a common framework for improvement and progress, with wall displays
, which will be referred to throughout my teaching. This way, I want to get the students used to using the language of continual progress, as well as building a culture of feedback and reflection, by using sentence stems to model reflection and feedback.
2. Technical English:
Again, something which is difficult to pin down, but I'm going to try and do just this. For this, I want to place each of these tables
in the students' books, and each time a book is marked (in or out of class) the student will record the aspect of their English that they need to work on, in order to build up a bank of knowledge about their own work. I also want to build up a bank of resources to place in books periodically to ensure practice and space to reflect on specific weaknesses, seen here
A new job, I think, is a chance to have this as part of all of my lessons. For me, moving to a new post has given me a real clarity in terms of the language that I want my students to use in terms of improving their work, as part of a continual process. SOLO can give me the opportunity to do just this. The lessons are 1hr50 in my new school, which I think lends itself to this kind of overt discussion throughout an extended period of time. Movement, variety and giving students the chance to continually calibrate where they are with respect to learning outcomes will be essential, I think. My wall displays are here
- they're not great, but they're a start!
After 2 years, 2 terms, and an incredibly difficult day on thursday, I have left my first post in teaching, at Cramlington Learning Village.
I've no doubt that leaving was the right thing to do, but it didn't make the incredibly touching shows from kids, colleagues and parents any easier to look past. It was this that I found truly overwhelming, and this that has really shaken me quite a lot since breaking up.
This feels like a weird post, but it's one I think that one or two NQTs might find interesting as they begin to close in on their first year in the job. If I could go back and speak to my NQT self, I would say the following:
1. Stop trying to become the teacher you want to be overnight. I went into CLV with a load of ideas about who I wanted to be and it served only to slow my own progression. I would tell myself to take it lesson by lesson, day by day, and work only on very specific aspects of each lesson that you want to get better at, but realise that an NQT is just that- Newly Qualified! A now great friend of mine once told me that it's all about becoming 'unconsciously competent' and this is incredibly important. You can't rush your own development, I would tell myself to stop trying to be something I'm not, and just focus on the relationships and the controllables- what I can do to make this lesson that bit clearer than the last.
2. Find someone you trust to talk about things with. I was lucky, I had an awesome mentor, and an AST that observed me, who stuck by me from that first (I think pretty poor) observation. These two will remain special to me in a professional sense for as long as I teach, because the bottom line was that the expectations were never ridiculous- they were realistic, achievable, and, above all, negotiated. I felt always able to speak to these two people about my failings, to put them into perspective, and to help me move on.
3. You're right- it's about relationships! I would tell myself that I was right from the off about relationships- I was bowled over and cried at the words of some of the kids and parents on my last day, and these kids, I hope, went with me from day one because I wasn't scared to make a fool of myself or put on a silly voice for a character- I would tell my NQT self that you were right- go with the urge to develop relationships, it makes life easier, enjoyable, but above all, gives the students something to feel good about when they come through your door, which can only help achievement. One caveat to this is be careful to draw the line with the students though- but this doesn't have to be a huge, face threatening deal.
4. Stop worrying yourself- All I ever wanted was to impress. Mainly colleagues and senior management. I admit that. But when it came down to it on my last day, none of it mattered, and I will be absolutely sure to take this feeling with me in the future. Where I had always tried no matter what was with the kids, and to improve my teaching, and the rest is, really, a pleasant by-product. Sir Alex Ferguson deals with money at Man Utd so well- he simply says to the kids coming through that if they're at this level, they'll never have to worry about money so stop being greedy. That's where I went wrong, I was greedy in a sense- I should have focussed on doing the job I loved doing. I would tell myself to stop worrying about what everyone's thinking of your teaching and your ideas, and just enjoy it. I wish I'd just let go and trusted those around me earlier.
Rather than thinking about what I'm bringing to my post as a Lead Learner/Teacher of English (I keep forgetting the title), I want to see what others can give me and what I can learn from them as well. I'm loving the chance to have a few days before putting together a formal plan for my new post, which I'm incredibly excited about, but I will never, never forget my first post, and all the wonderful things I experienced there.
Had a really interesting day today. I'm convinced that this will have consequences for my teaching too.
The little 'uns that I've grown quite attached to since day 1 in year 7 are now 13 and 14, and, today, we had "The Chat." Although, however, "The Chat" wasn't just about Birds n Bees- I had been reliably informed by one of my class that 'that ship sailed a long time ago sir.'
I had mixed feelings about today when I drove up the school drive, but I feel really proud of myself and my class- we had a lot of open and frank discussions about some really important issues. I myself learned a few new things- who knew there was a difference between an implant and an injected LARC (Long Acting Reversible Contraceptive)?!
Yes, in places, it was grim (one particular scar on the brain was the gonorrhoea Google Search we performed, as well as the class examination of water based lubricant and the Intrauterine Devices, which look appalling incidentally. But it was real, and it had a point. More than anything, it gave us a launchpad to produce emotionally driven and quality responses to real life issues.
It was awesome- the kids that had seemingly limped through a number of other pastoral sessions came to life when the subject and material was something they felt was relevant to them.
Perhaps the most important aspect of the day was the work the class produced to express their feelings about "healthy living." I saw letters being written, advice sheets being put together for real life audiences, as well as blogs being created to answer personal problems posed by others online. I noticed the same pupils that so often forget capitals and full stops were writing and displaying superb literacy skills. So much of the boring stuff goes out the window and "just happens the right way" when we care. The truth is, I think, that when the emotional buy in was there, in order to create a successful response in words, it needed these technical aspects before it could even be considered a success. It was amazing to see this being done so painlessly!
What was the key? I'm sure it was that the students had an emotional buy in; the transformation on the work and discussion was incredible. The level of challenge they provided one another, as well as the support they gave one another was inspiring, and I do think this has real implications for my teaching, not least in terms of the emotional forms of literacy that we need to develop with our students, in terms of passion and the value they feel they are receiving in their lessons.
I think we need to get real in education, and adapt to the kids in front of us. The curriculum needs to understand the kids it's trying to serve. I honestly believe that we are so much more likely to get anywhere with the "core skills" if a passion is instilled in the students along the way- maybe we as teachers might even learn something too. This is still something which is fermenting in my head, for sure, but I do seriously believe that if we want to get the best out of students, that they should want to get the best out of themselves, and the only real way of guaranteeing that as much as possible is to give them something to care about.
I know that such energy and momentum can't necessarily be maintained all of the time. Please also take into account that we shouldn't fill the curriculum with sex ed, but what I'd like to make a case for is a number of things that I want to now spin into my lessons-
1. Re-assessing the "what's in it for me" thing: how can we really incorporate this into the curriculum to enhance emotional buy ins? This is a much deeper issue, and I think prescriptivism is something we ought to look at- how can we get the right mix of academic rigour and emotional engagement into the curriculum?
2. Challenge: how can we incorporate a sense of challenge into our lessons, and do this in a meaningful way? The students were genuinely interested today, they genuinely wanted to know about a topic that really impacted upon them. How can I use this interest and somehow harness it, especially at KS3, to really turn the English classroom into a fun, challenging and successful place? What's interesting for me from today is that the challenge could only take place when the students actually cared.
My (tentative) answers:
I'm looking at how to apply this when I go in on Monday already. I'm doing The Boy in the Striped Pyjamas and Othello amongst other things. Already, I'm looking at controversial questions I can plan into my lessons, and adding a more personal, emotive touch to the resources to encourage responses from students. So much of English is about "personal response," well, I guess this is a later than usual New Year's Resolution (my weight watching is going just fine, thank you for asking...). In a sense, I need to find ways of winding my students up and get them to come with me on whatever journey I need to take them on, and recognise that this doesn't have to detract from, but rather support, real learning outcomes. I'll share more next week :)
There's loads of possibilities around real life issues with such texts I want to look at. Today has given me a bit of a kick up the backside in one sense- I've loved being reminded of the real people in front of me with real lives that need engaging, and motivating, just like adults, and I really hope that moving forward, we can continue to recognise that we can get so much more from them when they actually care!
I was driven into teaching by one particular teacher that always "wound me up" to the extent that I had to engage with what he was doing in his class, and whether I wanted to or not, in the end, I always went with him and learned something. I hope I can be at least 100th of the teacher that he still is!
Determined not to let all this marking go to waste, so designed a lesson for my KS3 classes (middle and higher ability it has to be said) for students to set their own targets as they begin a new module. Something else I need to work on is tracking progress and increasing accountability to students, as I can't make these small steps for them!
The proof will be in the pudding in terms of me continually referring back to them and asking the students to always refer back to their personal targets.
If anyone wants the PPT to steal let me know.
Also an excuse to show off one of my favourite adverts of all time... :)
'm sitting, on my couch, in the middle of the half term holidays in my third year of teaching.
I'm bloody knackered from a mammoth 8 week slog.
To give you a bit more context, I've also spent the day marking roughly 80 key stage 3 books. I want to get off my chest just how bloody hard it is to teach my subject.
1. "Soft" Skills: you can teach a few strategies an techniques for kids to jazz up their writing, and students can pick these up and combine them relatively well- but I have to say that it so often feels like a grasp of English is so difficult to "teach" as such, but rather something that ought to be learned by osmosis- I would say all of my English skill- and I should have some as an English teacher- has been learned in a gradual process, and not something which can be taught and tracked by simple reductionism as the government seem to want (3 sublevels of progress etc etc etc). Granted, we need to track these things, but it feels like Assessment Foci are trying to be so broad, yet so narrow. There doesn't seem to be any real room to explore and have fun with the subject beyond it all tying back to Assessment Objectives. I feel the same with Mice and Men at GCSE- everything ties back to learning objectives- to track progress throughout a lesson- but surely that defeats the point of an original interpretation- how can this be genuinely linked to ONE learning objective for 30 students to show "tangible" progress? This is particularly if we are talking about unique and meaningful interpretations which have been explored with a degree of spontaneity. It's almost as if the truly loveable aspects of English are inversely proportional to the ways in which we assess it.
2. What "IS" English? I feel like as an English teacher I need to be too many things at once- guardian of the grammar police and also some kind of stereotypically eccentric type that everyone remembers when they have left school (I had two, actually...) Maybe I'm still wet behind the ears, in fact, I know I am, but I'm still struggling with all of this.
3. The bloody marking- this kind of links to the two points above, but the feedback that students receive is so carefully thought through and I can more than understand its raison d'être. However, doing it and putting it all together for every student is something else altogether. I'm going to make time to give my students space to practice in the light of the feedback they receive, but to be fair to the poor kids, there's so bloody much of it- maybe it's a personal thing, but I think we need to be very careful about not having overkill for both teachers and students, for similar reasons as it goes.
4. Literacy- this is so often levelled at English teachers, and rightly so in many ways, but literacy is something which is becoming increasingly important across the board. We need to think of ways of sharing the load so all subjects can take part and reap the benefits of an improved level of student literacy its many forms. I feel so worried for my students when I read their work and correct their English- there is almost too much to give them, so I focus on the key bits and chip away, but it comes back to this whole 'soft skills' thing- so much of English is about the practice of putting things together, by osmosis. Now, I love SOLO, for example, but it's difficult to map explicitly how a student can take an example, written by someone of a higher ability often, and then generate their own turn of phrase and learn that tangible skill for themselves. If anything, reducing writing to set phrases will only make things worse- so how can this whole transference of soft skills thing be measured? I'm sure it's the same in other subjects in different guises.
SO WHAT NEXT?
I've set myself some new goals to help my kids-
1. Give the kids space to respond to feedback that I've given them, and space to practice putting my comments into practice- I'm going to use "Mr Sammons' red zone: rewrite the red zone in the box..."
2. Use my verbal feedback stamp to help the students with the "transfer" situation in terms of what we discuss and putting exchanges into words- must do better with this...
3. Don't give up- don't overlook the tiny details- I'm trying to create a mini database in my markbook to give kids specific targets in terms of punctuation/spelling based on previous assessments and marking- at the beginning of a new module I'm giving them a lesson to set targets based on this, so skills and basic literacy is transferred across. In other words, when they start a new topic every 6 weeks, it is most certainly NOT a blank slate!