Illuminate your practice by identifying what not to do

By eliminating unnecessary, time-consuming tasks, you can concentrate on the most effective ways to support your students – and protect your own wellbeing, write Lee Elliot Major and Steve Higgins

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Evidence-led teachers must ask at least three questions: if something does not directly contribute to the quality of teaching and learning interactions, is it needed? Do you have evidence that the activity you are undertaking impacts on pupil progress? And could there be equally effective approaches that take less time?

Marking of students’ work should focus on quality not quantity. There is little justification for time-consuming approaches such as triple marking. In general, teachers need to consider how their marking contributes to timely, focused feedback for pupils, which is then acted ...

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