1. Marking and Feedback CPD
Planning for marking

2. Expectations and ground rules
Respect the views of others
Give everyone space to make a contribution
All questions are valid
Actively listen
Take part
Confidentiality – Chatham House Rules
Challenge the idea and not the person
Do you have any of your own you would like to add?

3. Aims and outcomes of the session
To explore how students approach the marking and feedback they receive in your classrooms.
To highlight some key strategies to use.
To plan how to apply the ideas to your classroom setting.

4. Where are we: Our school
What do we do well with in terms of our marking and feedback?
What have we already done to improve our marking and feedback?
What do we still need to improve?
What do we want to improve upon next?

5. Where we are: You
What do you feel confidence about in terms of your marking and feedback?
What have you already done to improve your marking and feedback?
What do you still need to improve?
What do you want to improve upon next?

6. MARKING AND FEEDBACK CYCLE

7. Stage 5 Planning for marking
Marking is planning. This is a mantra to live by. The marking and feedback that you undertake should feed directly back into the lesson you are planning for that group. It is all good and well having a termly plan and ploughing through it to ensure that you cover everything you should but have the students really learnt everything that you have diligently taught? If not then what was the point in covering it? Ensuring that they actually get concepts and key knowledge that they need in your lessons is essential for progress with al students. If you are not forming or reworking your planning as you go then you are absolutely going to leave some students behind throughout he term and it is very difficult to get them back once you get to the end of a term or a unit. Ensure that your students work and the marking you conduct informs your planning at regular intervals. (Strategy 8: Student-teacher feedback) Students are telling you what they have gained in your lesson through their work so make sure you are listening!

8. Theory Think: Think about the statement for 30 seconds.
A craftsman is ‘someone who has integrity and knowledge, who is dedicated to his work and who is proud of what he does and who he is. Someone who thinks carefully and does things well.’ Berger believes that in order to achieve excellence we need to ensure there is a school culture of excellence where an ethic of excellence becomes the norm, excellence is ‘born from a culture’
- Ron Berger
Think: Think about the statement for seconds.
Pair: Pair up with someone in your group and discuss your thoughts.
Share: Be ready to share your ideas.

9. Show and tell Examples of excellence
Every time you are setting student off on a task where by they will be receiving your feedback show them examples of excellence. Examples taken form other students are often the most powerful but you can also look to books and the media.

10. The students?
This is all about making the experience for our students, in our classrooms, is the best experience we are able to give them. So why are we trying to improve our planning in the light of our marking?
To get to know out students academically as best we can so we have challenge them as best we can.

11. Experiential Group planning
You have been asked to bring along some of your recent marking.
As a group take each persons marking and help them plan for the next lesson with the marking in mind.

12. Practice
Pair up in your groups and choose one person to talk for one minute about a problem they are having in relation to today’s marking and feedback topic.
The other person should listen carefully to them.
Talk to your partner and give them as much detail as possible.

13. Coaching
Once they have finished telling you about their problem, take them through the GROW process of coaching to try and see a way forward. Ask them questions to help but do not offer any answers yourself!
Once you have finished repeat the whole process in opposite roles.
Goal
What do they want to achieve?
Why do they want to achieve it?
Reality
Where are they now?
What have they already tried?
Options
What are the things that they could try?
What have others tried?
Will do /
Way forward
What are they going to do now to move forward?

14. Practice
What was the result of the discussion in your paired coaching activity?
Consider how the conversation might help you with your issue as you go forward in your practice.

15. Reflect and review Aims
To explore how to use marking and feedback to inform your planning.
To highlight some key strategies to use
To plan how to apply the ideas to your classroom setting
Individual reflection
Take a minute to reflect on how you have found this session and what it has made you think about.

16. Follow-up Commitment to action
Work on your planning for improvement as a result of your marking of student work.
Consider the cycle you have been through and what works well for you.
Tweak the process to suit your needs but make your own marking cycle a conscious process.