Student responses

Student Responses

Teaching, Learning & Behaviour

Original

Response

Present students with a series of questions that talks them through a process and enables them to respond in greater depth to marking. E.g. 1. What is meant by the term ‘infer’? 2. What inferences can you make from the following quote…? 3. What language devices or structural techniques are used to create this impression?

Scaffold

History Example

Use a Marking Criteria

Attach a mark criteria as a sort of check list enabling them to respond in greater depth.

Be Specific

Set students a content improvement and a specific literacy target. E.g. Ensure that your points are supported by appropriate textual evidence. Literacy = what other synonyms could be used in replace of the following adjectives: nice, bad, good…

Give the class ownership

Ask students to identify all of the strengths within their own work and then ask students to pass their work around and ask multiple individuals to identify improvements as part of a carousel – all of these must then be responded to.

Revisit previous learning

Get them to re-visit work later within a unit and to re-write extracts or add additions based on learning over time.

Let them know you read it

Acknowledge their improvements. You don’t need to write a lot –just a signature and date will do