The objective of this scaffolded feedback sheet is to eradicate confusion and complications with teacher feedback; to enable learners to really benefit from the assessment process.
Through its scaffolded-approach and the marking abbreviations, learner autonomy is facilitated through putting the onus on the learner to easily identify traits within their writing and to action growth (learners can complete the abbreviations and frequency table following teacher’s summative comment, if appropriate; you could also only mark the first paragraph for technical accuracy, and ask the students to complete the rest). This provides clarity of development areas, and I have also used this to create SMART targets and to evidence learner progress. Learners then complete the self-reflection model to evidence that they have read and digested the feedback provided.
Furthermore, it can also be used as a tool of peer-assisted assessment by replacing the teacher comments with those of peers.
Also, importantly, it saves time for the teacher!!!
Please feel free to adapt as you see fit, and I would love to hear any feedback regarding how it has been used in your practice.
Thanks, Edward Key.
The resources are tied to AQA GCSE Language Paper 1, Q3 (AO2), but this could easily be adapted for other examining bodies/ages. The lesson encourages deeper analysis of fiction through the ERIC model starter activity. This builds towards structural analysis of the opening to George Orwell’s 1984. Included: differentiated resources/copies the text; PDF version of the lesson; PPT version of the lesson.
Please note: .pdf’ version and ppt version are the same session; the resource was created in Google Slides, so the format of the ppt will need some reconfiguring!
Since beginning to teach a few years ago, I’ve been developing a reflective learning model to use with students of all ages and abilities. My objective was to create a scaffolded method of reflection that encourages self-critique among all learners. Through applying a variety of reflective and critical learning theories, I’ve been able to create something tangible for students that develops and actions higher-order thinking skills.
The central aim to introduce learners to the notion that reflection (like higher-order thinking) is an internal, natural dialogue that we all do on a day-to-day basis. Used consistently as a plenary in lessons, or to help structure an on-going reflective journal, this will also provide an effective means of continuous, meaningful assessment.
Feel free to use and share; it’s been invaluable to me. I’d also love to hear whether you have used this and any suggestions you have, as like the model, I’m constantly trying to improve and fine-tune my craft.
This resource tracks learner reading of the memoir through an accumulative analysis of key literary features. Learners begin by completing preliminary research into the Iranian Revolution as an insight into the context of Satrapi’s early life. The analysis of the text progresses to result in a summative literary analysis essay which consolidates the content of the workpack. The purpose of reading the memoir is emphasised: appraising the key concepts of social responsibility and global issues.
This unit aims to teach the craft of fiction through reading and application. Twenty workshop-style weeks/sessions build and accumulate an understanding of what makes fiction compelling, through focus on a range of fiction, from fundamental literary texts to the modern and avant-garde; the analysis accumulates and is consolidated through the creation of a narrative during the summative five-week drafting, peer-editing, and finalising process. The unit synthesises skills of critical analysis and creativity to help shape and express learners’ uniqueness and understanding of the craft of notable writers.
To comment on its creation, this course was initially run as an after-school extracurricular club for upper KS3 and KS4 secondary students, Year 9-11 (aged 13-16), with the only requirement being to produce an extended piece of fiction during the process. The readings included were abridged and scaffolded as required to ensure access from all students. Its success and positive reception facilitated its use and adaptation as part of the general school’s English curriculum, in-line with the GCSE requirements (both Language and Literature).
Please note: the sessions may need ’stripping-back’ depending on the time-constraints. I hope you find it useful!