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 a contentious discussion in the 15 years I’ve been teaching … Continue reading 5 high impact and easy ways to speed up marking. 

Example of formalising feedback in drama

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 … Continue reading Example of formalising feedback in drama

Formalising written feedback in Drama

This week I’ve been looking at embedding the method of recording feedback during rehearsals. As part of this I’ve created an format of making this feedback more formal. This is simply a formal way of writing up rehearsal notes as a way of recording the feedback I give to students. A link to the worksheet I’ve created is here: http://www.tes.co.uk/teaching-resource/Performance-Rehearsal-Feedback-6303918 We all write and then … Continue reading Formalising written feedback in Drama

Instant feedback in Drama

Something that is often difficult in drama is evidencing progress, assessment and feedback when you have a class working towards a performance. In all the specifications from Key stage 4 to 5, there is some element of performance, which leads to a series of several lessons (often almost a terms worth) where students are working independently from the teacher, working to their own deadlines and … Continue reading Instant feedback in Drama