Module 2: Written feedback - PGCE

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Handout 4.2.2 Some characteristics of constructive written feedback: • focusing on the learning objectives selectively • confirming that pupils are on the right track • stimulating the correction of errors or improvement of a piece of work • scaffolding or supporting pupils’ next steps • providing opportunities for pupils to think things through for themselves • commenting on progress over a number of attempts • avoiding comparisons with other pupils • providing pupils with the opportunities to respond 26 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004
Handout 4.2.3 Task B The following example of work is from Fiona’s logbook. All pupils complete this type of logbook at the end of the week in Key Stage 3. Logbooks provide valuable information about what the pupils have learned. Some work is marked in detail as indicated below because these items have been identified as milestones in all pupils’ learning. The objectives are shared with pupils and the teacher uses the expected pupils’ outcomes to interact with pupils while they complete their logbooks. This can now be related to the yearly teaching objectives for Year 7. The lesson objectives are: To be able to use a simple particle model to explain: • why diffusion only occurs in liquids and gases; • what happens when air is heated in a can with a lid. (These are shared with pupils.) The expected pupils’ outcome is a way of showing how pupils of different ability may demonstrate their achievement. A Uses the correct terminology to describe the sequence of the process when: • two different gases diffuse; • air expands and pushes and releases the lid of the can. This is broadly related to level 4. B Explains using a simple particle model or using drawings: • how the particles in a gas are constantly moving, bumping into each other and the walls of the container. When two gases are brought together such as bromine and air, the particles’ continual movement allows them to gradually mix together. By the end, the particles of air and bromine have completely mixed. This process occurs independently of the density of each gas. Start to relate the process of diffusion to liquids. • how air expands when it is heated. The particles move faster and faster as the temperature increases. Finally, the number of collisions on the lid is too great and it is released. This shows aspects of the yearly teaching objectives for Year 7 and is broadly related to level 5. C Is confident in explaining all the outcomes broadly related to level 5. In addition can explain or use drawings to show: • why the structure of the solid prohibits the process of diffusion occurring; • how the increase in energy of the air particles is linked to the increase in the number of collisions between particles and the walls of the can. This increases the force on the walls of the can and its lid. Finally, the force is strong enough to release the lid. This shows aspects of the yearly teaching objectives for Year 7 and is broadly related to level 6. 27 Unit 4, Module 2: Written feedback © Crown copyright 2004
Page 1 and 2: Unit 4 Module 2: Written feedback O
Page 3 and 4: Show slide 4.2.3. Slide 4.2.3 Expla
Page 5 and 6: Ask participants to work in pairs.
Page 7 and 8: Slide 4.2.6 Make the following poin
Page 9 and 10: Slide 4.2.8 Slide 4.2.9 Handout 4.2
Page 11 and 12: PowerPoint slides 11 Unit 4, Module
Page 13 and 14: Slide 4.2.1 Objectives • To recog
Page 15 and 16: Slide 4.2.3 Written feedback Factor
Page 17 and 18: Slide 4.2.5 Some characteristics of
Page 19 and 20: Slide 4.2.7 Analysing teacher comme
Page 21 and 22: Slide 4.2.9 • Over the month, pla
Page 23 and 24: Handout 4.2.1 cont. Teacher comment
Page 25: Handout 4.2.1 cont. Teacher comment
Page 29 and 30: Handout 4.2.3 cont. The teacher’s
Page 31 and 32: Handout 4.2.5 • In a department m

Module 2: Written feedback - PGCE

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