I’ve been developing this proforma for formalising verbal feedback. As I have said previously during the lesson when previously I would have been giving just verbal feedback with some modelling and I take a set of notes and hand that to the students as well. So, after maybe a five minute interaction between the students and myself, they receive some modelling, verbal feedback and a sheet of written feedback that they can continue to work with after I have left and gone to another group.
What happens next has been really interesting. In the year 11 classes, I have been working on this for two weeks now, the students have taken a all ownership of the notes they receive. They see it as a natural part of the development process of their piece of theatre. What started with one group and has now spread across the whole class, is that they will examine each note I have taken in turn, work on it and tick it off as they go. Then the next set of notes I give them should be a development of the previous notes. After two weeks, they all have a backlog of notes that the students have analysed and charted their groups and their individual progress.
I wanted to show you an example of the feedback sheet completed.
This has been very effective with Year 11 and I know it’ll be effective with Year 12/13 because all of these year groups have a greater understanding of the assessment criteria. The Year 11’s have worked with it for longer and have a greater body of evidence to show their progress towards their final grade. The sixth formers already understand the importance of understanding and working with the assessment criteria.
Year 10 however have two issues that make using this method of formalising verbal feedback difficult. The first one is a matter of understanding. The students simply don’t understand the assessment criteria well enough, they haven’t had enough exposure to it yet, they have only done one major assessment so there is a lack of evidence to show their progress through it and overall, prior to Year 10 they didn’t know or care about assessment criteria so some of them still have that attitude of what has it got to do with me? The second issue is a logistical one. The sixth formers and Year 11 have 2 hour lessons, Year 10 have 1 hour lessons. In 2 hours, it is easy to spend five to ten minutes with each group discussing, modelling and talking about feedback, but in an hour it is far harder to get around everyone in the time e and maintain that same level of depth.
So I have a new model of formalising verbal feedback for Year 10 and it uses my favourite stationary item – post-it notes. As I circulate around the room I give one piece of verbal feedback per person and I model it too, but I write it on a post-it note. At the end of the lesson we examine the note, reflect on it and set a target for the next lesson. We then have giant posters around the room with all the students names on it – they stick it onto them. Then, the plan is, over the series of lessons they will have more and more post-it notes, building an individual back of improvements that they will be able to track and improve upon.
I have tried this in one lesson so far, and already the students we really excited. They all wore their post-it note until the end of the lesson and those who hadn’t yet had one were badgering me to watch them next so they could have something to improve on as well. I shall be developing this more in the coming week.