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How to use Post-It Note Feedback to improve, record and track verbal feedback.
Rehearsing for a performance is a difficult period of time to control. Students are working independent from the teacher, to their own deadlines and creating something that is specific to them. Knowing when and how to intervene can be very difficult. One of the standard ways of doing so is teacher observation. Taking notes on the performance and then giving verbal feeding back to the students on how to improve. But what happens to these notes and that verbal feedback? It could be a week before the students come back together to rehearse and make progress. How are they going to refer to this feedback and action it? Post it note feedback of course!
Mastery in Drama
Assessment has a dual purpose in education. On the one hand it is there to help teachers understand what learning has occurred and what interventions need to take place to ensure that any gaps in knowledge are addressed. On the other hand, it is to measure how much a learner has understood of the topic…
Entrance and exits tickets in Drama
Entrance and exit tickets. Two simple concepts that can go a long way to helping your students learning. Use entrance tickets at the start of your lesson to help your students focus on what’s to come and use exit tickets to establish what they’ve learnt from the lesson.
Make student self assessment work in Drama.
Giving learners the opportunity to be able to reflect on their progress and their needs can be an immensely powerful tool in learning. Learn how to improve how you and your students use feedback to improve their work over three steps.
Continue reading Make student self assessment work in Drama.
To grade or not to grade?
Feedback should not just be about the grade. We need to find a way of stopping students obsessing about the grade and help them to focus on their feedback instead. But how?
Key Stage 3 Drama: Stepping stones from Process to Product
What does Key Stage 3 Drama mean to you? How do you decide what to teach? How do you assess the students? Read advice on how to tackle planning and assessing your ideal Key Stage 3 Drama Curriculum.
Continue reading Key Stage 3 Drama: Stepping stones from Process to Product
Peer Assessment
I’ve been on holiday for two weeks, hence the absence of blog posts (if anyone was wondering!). As is always the case, my mind isn’t diverted from work for too long and at some point I begin reflecting on the last half term and then start convincing myself that I’ll be better in the coming… Continue reading Peer Assessment
Using Dedicated Independent Reflection Time (DIRT) to help students make progress in practical work
The DIRT sheet looks very different from the last version but takes the important element and provides excellent evidence of progress over time in practical work.
5 high impact and easy ways to speed up marking.
There has been so much said recently on Twitter about marking and feedback mostly because Ofsted recently said that “there is remarkably little high quality, relevant research evidence to suggest that detailed or extensive marking has any significant impact on pupils’ learning” in a myth busting document published at the end of November. Marking has always been… Continue reading 5 high impact and easy ways to speed up marking.
Changing Levels: Making KS3 Assessment Work
Yesterday I wrote a post about how I intend to change Key Stage 3 Assessment to using a Graded system of 1 – 9. I have decided to go back to the Drama in Schools document published in 2003 by the Arts Council and build this new assessment system around the model of Make, Perform… Continue reading Changing Levels: Making KS3 Assessment Work
Changing Levels: Key Stage 3 Assessment Overview
I wrote a post a few months ago about the change to no longer using levels and the fact that, as Drama didn’t actually have any officially recognised levels anyway, we should be in a position to lead the way on the change to levels. Over the last few months I’ve been developing and creating a… Continue reading Changing Levels: Key Stage 3 Assessment Overview
How I use DIRT in Drama lessons.
Dedicated Independent Reflection Time Dedicated Independent Reflection Time or Dedicated Improvement Reflection Time is, well, exactly that. Time given to the students to do nothing else but to reflect on their progress and consider how to improve and where to go next. It is something that I first came across from blogger Hunting English. How… Continue reading How I use DIRT in Drama lessons.
Evidencing Progress
I’ve just had feedback from a book scrutiny on my Year 10 Drama GCSE group. These have been some interesting bits of feedback that I want to reflect on. Firstly though, for context, in Drama we keep our classwork in folders and we have homework books for written work. This is because the class work… Continue reading Evidencing Progress
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BURT'S DRAMA 