Writing Critical Inquiry David Taylor

St Andrews Middle School

Critical Inquiry

St Andrews Middle School

Critical Inquiry

Presented by David Taylor and Glen McKayPresented by David Taylor and Glen McKay

What was the issue?What was the issue?

Lack of effective written feedback to support student learning in writing.

Lack of effective written feedback to support student learning in writing.

Why did we choose this issue?

Why did we choose this issue?

Didn’t think that the feedback we were giving was effective.

Weren’t giving much written feedback because we didn’t know what to do.

Wanted to get this right to support students.

To become more accountable in our teaching.

Didn’t think that the feedback we were giving was effective.

Weren’t giving much written feedback because we didn’t know what to do.

Wanted to get this right to support students.

To become more accountable in our teaching.

What initial data did we have?

What initial data did we have?

Ticks

“Good work”

“Excellent”

“Spelling wrong”

Warm fuzzies

Not focused on the lesson objective

Ticks

“Good work”

“Excellent”

“Spelling wrong”

Warm fuzzies

Not focused on the lesson objective

What changes did we make to our teacher practice?

What changes did we make to our teacher practice?

Before we could make changes to our feedbackwe had to work out what effective

teaching and learning was.

Before we could make changes to our feedbackwe had to work out what effective

teaching and learning was.

Read readings

Teacher modeling by colleague

Went on ATOL course

Looking at others students work

Marking students work with other teachers

Read readings

Teacher modeling by colleague

Went on ATOL course

Looking at others students work

Marking students work with other teachers

The actual changes we made:The actual changes we made:

Setting objectives for each lesson

Co-constructing criteria with class

Get students to mark against the criteria

Get the students to annotate by highlighting and writing notes.

Broke the learning down into smaller steps.

Learning criteria kept on paper and displayed.

Displayed exemplars of work.

Made links between different styles of writing.

Feedback to students is now more verbal.

Setting objectives for each lesson

Co-constructing criteria with class

Get students to mark against the criteria

Get the students to annotate by highlighting and writing notes.

Broke the learning down into smaller steps.

Learning criteria kept on paper and displayed.

Displayed exemplars of work.

Made links between different styles of writing.

Feedback to students is now more verbal.

How has this impacted on student learning and achievement?

How has this impacted on student learning and achievement?

Students ‘own’ their work

Understand what needs to be done to achieve

‘Mark’ own work

Help each other

Have examples to model

Self paced

Students using criteria to write

More focused on learning

Questioning is related to criteria.

More willing to ask questions and discuss work with teacher.

More on task writing.

More capable students able to asses their own learning as they were learning.

Students ‘own’ their work

Understand what needs to be done to achieve

‘Mark’ own work

Help each other

Have examples to model

Self paced

Students using criteria to write

More focused on learning

Questioning is related to criteria.

More willing to ask questions and discuss work with teacher.

More on task writing.

More capable students able to asses their own learning as they were learning.

What have I learnt from the critical inquiry process?

What have I learnt from the critical inquiry process?

Once the criteria for learning is identified, especially if it is co-constructed, systems are in place to support students learning.

The students are able to feedback independently on what they can do and what they still need to work on.

Written feedback is a minor aspect of the feedback process.

All feedback is criteria based.

Makes learning and teaching easier.

We now have to use this knowledge in other curriculum areas.

Once the criteria for learning is identified, especially if it is co-constructed, systems are in place to support students learning.

The students are able to feedback independently on what they can do and what they still need to work on.

Written feedback is a minor aspect of the feedback process.

All feedback is criteria based.

Makes learning and teaching easier.

We now have to use this knowledge in other curriculum areas.

You can’t have student learning unless the

teacher knows what the outcomes look like!

You can’t have student learning unless the

teacher knows what the outcomes look like!