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#UKEdChat Q1
How do we identify places for small improvements and how can we measure the impact of marginal gains?
Pls use the hashtag & A1...
@UKEdChat
A1 I look for marks students have missed on exam questions, then get them to add in the extra content. A few extra marks here & there soon adds up #ukedchat
A1.1/2 From a leadership perspective, I would say it is the small details that make all the difference. Knowing names, saying “hello”, smiling - it all contributes to positive energy and feeling. #UKEdChat
A1. #ukedchat I presented to staff last year about marginal gains. Can’t be massive whole sale change but used to make little things easier and more effective
A1. Rather than marking an entire essay for spag, just give feedback on the first paragraph (if pressed for time) Most inaccuracies are recurring #ukedchat
A1. 2/2 Creating the right “mood” and climate are vital - it really influences the conditions for learning and therefore learning. It’s a difficult thing to measure or quantify. You feel it. You know it. You sense the difference it makes. #UKEdChat
A1 : identifying areas for marginal gains can come from learning moderations, pupil voice and shear gut instinct at times. Measuring the impact can come through books, school KPI’s, PASS survey, attendance, progress data. #ukedchat
Mock exams are a great way for identifying marginal gain areas. As you say, 1 or 2 marks on each question can easily lead to a grade increase #ukedchat
A1 I think we have to know that the marginal processes are within a task. Then you can clearly see when students are making marginal gains. It's particularly beneficial for students with #sen to focus on a few processes and not be overwhelmed by the entire task. #UKEdChat
A2 Forming positive relationships with students through getting to know their interests, having lunch with them and sharing my own learning experiences as an adult. #UKEdChat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @davidhunter, @EdThenTech
#UKEdChat A1 - looking at mock exam papers and seeing where students make minor mistakes that cost them a small number of marks. Monitor progress overtime by implementing more exam practise to see progress made.
A2 - Identifying the personal learning barriers for each pupil and breaking them down has the biggest impact. Find out what each pupil ‘can’t do’ rather than over-teaching everything , then expose them to the topic again in a half termly gap plugging lesson #ukedchat
A2. Don’t take work away to mark. Mark during lesson time, with the child there next to you. Don’t try to do this for everyone everytime. Quality, not quantity. With the learner, not to the learner. #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
That's a good one - also, watching football matches/school musicals when you get a chance. I always find that improves my student relationships in a way that lasts through the year #ukedchat
In reply to
@rachabailey, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
A1. 2/2 Creating the right “mood” and climate are vital - it really influences the conditions for learning and therefore learning. It’s a difficult thing to measure or quantify. You feel it. You know it. You sense the difference it makes. #UKEdChat
Could not agree more pupils do not learn from teacher they do not like or understand them. Fact! Rita Pierson talks about this eloquently in her TED talk. Relationships are everything #ukedchat
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@keran77, @ukedchat, @teacherchalky1, @davidhunter, @EdThenTech
#A2 I've begun to use Twitter, sharing articles and pertinent post clearly identifying which student group it is aimed at. They read it and then read around the subject. Class discussions are informed & current now! #ukedchat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
Live marking, students respond so well, they want immediate feedback, helps you to identify any misconceptions, consolidate learning, build upon progress while praising students! #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
A2 1 lesson every week devoted just to exam practise across KS4 - over time most students improve. Also, start of every week a broad 12 question quiz covering prior learning. Students have access to the bank of questions and answers through Google classroom #ukedchat
Definitely. If your passion for a subject shows then a student will pick up on that and (hopefully) feel that the subject is worth their time and attention as well #ukedchat
In reply to
@prestidge07, @davidhunter, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77
Trust that teachers know their children. Build in robust moderation to ensure accuracy of summative assessment. Prioritise formative over summative. #UKEdChat
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@EdvalUk, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
A2. Only marking one aspect of literacy each fortnight and really focusing on this. This term it's been capital letters. It means that students books aren't covered in red pen, I spend less time marking and students start getting it consistently right. #UKEdChat
Yes! I use AirServer. Can link my iPad to the screen and can use Ss’ devices as well all at the same time. Complete flexibility about where I can be in the room and great to use as a visualiser to highlight good work from Ss #UKEdChat
In reply to
@davidhunter, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77
A3: Being able to provide detailed, instant feedback to each student after every question. Then recording the time taken and marks for each question and using it to update a vast database with every skill/ concept in that topic for ultimate gap analysis. #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @EdvalUk
A3. I’ve introduced proper china plates for the children in one of my schools at lunchtimes instead of those horrendous plastic things that house main & pudding all in one. A small change but so so right! Next step is to do this at my other school! #UKEdChat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @getmygrades, @EdvalUk
A3 I want to give @vocalrecallapp a go. Uses QR code sticker to allow you to verbally record feedback and stick it to a piece of work for Ss to scan and listen to. Hopefully more in-depth but very quick way of marking, especially mocks etc. #ukedchat
We started doing it last year & the students love it, no books are taken home by staff! You can get through at least 4-5 students a lesson & have a real meaningful conversation. Students constantly have their hand up asking us to give feedback! #UKEdChat
In reply to
@EdvalUk, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
A2. Showing students that you care about them and are teaching them concepts to help them be successful in life creates an environment where students are motivated to learn. Communicating with them in their interest area is a great way to build connections. #UkEdChat
A3 I try to mark books and intervene during lesson time and would like to become more adept at this to improve teaching and learning through timely feedback and also ease marking load during break times or at the end of the day. #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @getmygrades, @EdvalUk
@vocalrecallapp was the talk of @bett_show last week - I can't wait to try it. I sometimes ask students to record my live feedback on their phones, but this seems a far more effective way to manage verbal feedback #ukedchat
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@EdThenTech, @vocalrecallapp, @vocalrecallapp, @Bett_show
A3. I'd like to incorporate more time in lessons to talk to students 1:1 about their work. I feel like this would have a greater impact that written feedback. Just need to build more opportunities into the lessons #UKEdChat
#A3 At KS5 I think we need to teach literacy as an extra stand alone. My Politics students cannot write essays. My Media students cannot annotate. I'm guessing it is across the board. Embedding isn't working. Focused sessions req. #ukedchat
A2: At the end of lessons, I ask the children to draw a quick 5-point scale, which they either label 'Effort' or 'Challenge Factor'. Children then circle a number to indicate how much effort they gave to the task or how challenging they found it. #growthmindset#UKEdChat
A4 I’m not management, but one change that would be easy to make but would make a huge difference would be dropping the grades from observations #ukedchat
A2 Great to hear this on live marking - I have been doing this today with my Award in Ed & Training group. It builds confidence in early sessions as learners see immediate success for their work - which is new to many adults, sadly #UKEdChat
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@MonikaKaur100, @EdvalUk, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech
#UKEdChat Q5
How can we encourage teachers to continue tweaking their teaching, and where do you get your ideas?
Pls use the hashtag & A5...
...and pls RT!
#UKEdChat Q5
How can we encourage teachers to continue tweaking their teaching, and where do you get your ideas?
Pls use the hashtag & A5...
and pls RT!
@UKEdChat
#UKEdChat Q5 again...
How can we encourage teachers to continue tweaking their teaching, and where do you get your ideas?
Pls use the hashtag & A5...
...and pls RT!
#A4 Attendance monitoring. We operate an 85% bar but then have nothing in place other than a letter home/text to parents. These are not threats nor motivators. #ukedchat
In reply to
@ukedchat, @getmygrades, @EdvalUk, @prestidge07, @EddieMConlon, @MonikaKaur100, @karadowson
A4. A consistent use of language and phrases (linked to both learning and behaviour) across the school so that students don't have to adapt quite as much every time they change lesson. Difficult to implement things like this as it can feel restrictive in some ways. #UKEdChat
A5 I think any good practitioners will be willing to tweak their practice if they can see the point of it, it's easy to do and it has a positive impact. My ideas come from Twitter, other colleagues and from the children I teach. #UKEdChat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @sing0utsue
A3: I'd like to see verbal feedback having greater parity with written feedback, instant feedback is most beneficial to the children, yet I feel we still spend too much time putting ink in their books. @vocalrecallapp looks a game-changer. #UKEdChat
A5. Nominate a different teacher or team each week to share a “tweak of the week” in staff meetings, briefings, bulletins or on notice-boards. #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @sing0utsue
#ukedchat Q5
Shared practice across school and partner schools. Raise the bar! Celebrate success rather than Encourage competition. Encourage teacher reading and engagement with Twitter
Q5 We must help teachers feel safe to make changes, try new things, and make mistakes. Teachers also need time to reflect on their practice and decide where to take their instruction next. #ukedchat
I don't teach voc but maybe I need to investigate functional skills. In Wales we have WEST but currently I'm not seeing evidence of it helping/improving students' literacy in essay responses. #ukedchat
A5. Nominate a different teacher or team each week to share a “tweak of the week” in staff meetings, briefings, bulletins or on notice-boards. #UKEdChat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @sing0utsue
Q5 We must help teachers feel safe to make changes, try new things, and make mistakes. Teachers also need time to reflect on their practice and decide where to take their instruction next. #ukedchat
#a5#ukedchat find time as educator to take about education anytime any place, not paperwork, targets, etc. Lett others know what you tried that worked AND what didn't. It's ok to learn from what didn't work, like our students.
Q5 We must help teachers feel safe to make changes, try new things, and make mistakes. Teachers also need time to reflect on their practice and decide where to take their instruction next. #ukedchat
A5. As SENCo I think teachers are encouraged when they feel that the strategies & changes they are making for students with #sen make the students more confident. There won't always be leaps in progress but if a tweak you've made develops confidence, that's encouraging. #UKEdChat
#a5 As a lecturer I'm always looking at ways to engage my students and help them progress. I read. I use Twitter. I attend/undertake CPD often off my own back. I however am one of the perpetually curious. Teachers are often too exhausted/busy. #ukedchat
In reply to
@ukedchat, @getmygrades, @EdvalUk, @prestidge07, @EddieMConlon, @MonikaKaur100, @karadowson
A5 - Have regular KIT (Keep in Touch Meetings) where we discuss KS4 progress. Both of us share ideas and methods that have worked or not worked. #ukedchat
I'm considering dedicating at least 30 mins of my lessons solely to literacy (I teach for 90 mins) as 'embedding' is not explicit enough for the students to realise the importance of these skills. #ukedchat
#UKEdChat A5: by interacting with our classes and other teachers we always come up with new ideas but as we implement them we forget others and over time we remember things we did a long time ago and how well they worked and implement them all over again
Awesome! I've occasionally mentioned FutureLearn courses for stretch and challenge activities but would never have thought to use them in such a targeted way. This is brilliant #ukedchat
In reply to
@EddieMConlon, @gemlcampbell, @ukedchat, @getmygrades, @prestidge07, @MonikaKaur100, @karadowson
A6. Simply by offering students a choice in how they record their answers - nothing that requires lots of extra resources, just a choice of written, verbal presentation or diagrams/sketches #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @rachabailey, @sing0utsue, @Realtimeedu
A5: Be supportive and be patient. Recently, I took part in a 'Lesson Study', where I worked with two other teachers to target the effective use of questioning in the classroom. We each took some great ideas from one other. Would recommend it. #UKEdChat
A6 - story writing at GCSE. Ss were plucking an ending out of nowhere (police arrive and all is well for example). No proper closure. Changed “write a story” to “write a Scooby Doo story”. Suddenly, villains being introduced early for rounded finish everywhere! #ukedchat
That's why we're designeing a platform that gives students the feedback to assess themselves and teachers can just review it and keep an eye on how they're getting on. #ukedchat
A6. 'Memory starters' at the start of each lesson. A quick 5 questions each lesson to go over past topics rather than trying to revise all of the content towards the end of a topic #UKEdChat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @rachabailey, @sing0utsue, @Realtimeedu
A6. The power of a mini-plenary (although I dislike that term) - a short stop, refocus, misconception check and extending push. Do this every now and again (ie have it in your armoury but don’t use it for the sake of doing it - my philosophy about so much in teaching) #UKEdChat
In reply to
@ukedchat, @getmygrades, @EdvalUk, @gemlcampbell, @prestidge07, @EddieMConlon, @MonikaKaur100, @karadowson
#A6#UKEdchat getting the students to open the lesson instead of me droning on. E.g. just give them the topic and ask what it means to them and what they already know. After that, I layout the lesson content and they realise they some of it already!
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @sing0utsue, @Realtimeedu
Only started at the school 3 weeks ago and it was my idea... definitely no pressure! 😂 my theme is collective teacher efficacy so any ideas greatly appreciated!
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@maximjkelly, @ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @sing0utsue
We're currently running a scheme whereby teachers can send us their PowerPoints for free and we jazz them up/embed formative assessment opps/make them interactive. We're all teachers so we promise not to make a dog's dinner of them :) #ukedchat
In reply to
@MrLPeachey, @EdThenTech, @teacherchalky1, @ukedchat, @keran77, @davidhunter, @vicks_marshall, @rachabailey, @sing0utsue, @Realtimeedu
A7 - depends on the student, the subject, the topic, the day, the lesson...
Some students need that one breakthrough, that moment of clarity and they’re away!
Other times it lots of marginal gains over time. Too hard to say. #ukedchat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @vicks_marshall, @rachabailey, @sing0utsue, @Realtimeedu, @cazzash
I use this for HE. It's ok but sometimes I'm finding there are so many errors across ALL of my students I need to go back to basics. GCSE English is often too focused on the exam and some KS3 skills are lost in the process of GCSE. #ukedchat
#Help I suggested in a learning committee meeting that we have a top tips section in staff update to help improve practice. Now have a few hours to come up with words of wisdom on collective student efficacy. Any advice?!
#ukedchat#edchat#aussieED#edchatnz#visiblelearning
A7 - There are no silvers bullets just KS4 sticking plasters. Marginal gains from Y7 and a slow and a steady grind to improvement #smallsteps#ukedchat#identifyearly
Who was is that said all students will know about 30% of your lesson before hand - just they they all know a different 30% - might have that percentage wrong... #ukedchat
For A Level teaching, I've begun to adopt a more IB approach. Encouraging cross curricular links. Encouraging wider knowledge and getting beyond the spec & Even out of the classroom. No longer just teaching to the exam. #ukedchat
I’m feeling a change in attitude in schools. The importance of building over the whole of 5 years in secondary rather than intervention pebble dashing in year which is now almost culture in some schools. #ukedchat
A8 Setting up an issue/problem-focussed community of practice in each organisation - and encouraging wider sharing during events and on networks like this #UKEdChat
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@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @vicks_marshall, @rachabailey, @sing0utsue, @cazzash
A5 #UKEdchat
Networking is HUGE for fresh ideas, and @Twitter is a fantastic platform! I have trailed and loved 2 new ideas over the past week alone (discovered on Twitter).
I’m feeling a change in attitude in schools. The importance of building over the whole of 5 years in secondary rather than intervention pebble dashing in year 11 which is now almost culture in some schools. #ukedchat
A8 We use our weekly morning briefing sessions to share T&L ideas. Always different staff presenting something. From an #SEN point of view I write a short newsletter with student specific strategies. I also share my SEN blog with staff #UKEdChat
In reply to
@ukedchat, @teacherchalky1, @MrLPeachey, @keran77, @davidhunter, @EdThenTech, @rachabailey, @sing0utsue, @Realtimeedu, @cazzash
A8. I have started to share some of the changes I’ve been making in my schools in my blog. Admittedly, some changes are bigger than others, but it may be of interest to some. https://t.co/w9HPS6kCtt#UKEdChat
In reply to
@ukedchat, @getmygrades, @EdvalUk, @gemlcampbell, @prestidge07, @EddieMConlon, @MonikaKaur100, @karadowson, @MadAboutEnglish, @1stClassFutures
#UKEDChat Marginal gains. Always believe that slow & steady wins the race. Deeper understanding is then shown I think & skills/knowledge are more embedded. A7
