Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Feedback and Marking: Before, During & After.
1. Feedback and Marking in the Science
Classroom
Ensuring the recipient does more work than the donor
• Doug Napolitano-Cremin
• Haverstock School, Camden.
• @sciteachcremin
• www.reflectivetandl.com
2. Overview
• Feedback – what the research says.
• Before the lesson.
• During the lesson.
• After the lesson.
3.
4.
5.
6. Marking and Feedback – Why bother?
‘Feedback is among the most common features of
successful teaching and learning’.
John Hattie, Visible Learning for Teachers, 2012
7.
8.
9. Marking and Feedback – Why bother?
‘…it’s effects are among the most variable’.
John Hattie, Visible Learning for Teachers, 2012
11. Marking and Feedback
What does the research say?
• Feedback aims to reduce the gap between where the student ‘is’ and
where they are ‘meant to be’.
• Teachers need to have a good understanding of where pupils are, and
where they are meant to be.
• This should also be made explicit to pupils.
• Pre-assessment.
• Learning goals/success criteria etc.
12. Marking and Feedback
What does the research say?
• However often we mark, what ever format our feedback takes, we
must ensure that the feedback we provide is acted upon by the
learner.
Feedback must, ‘…provide a recipe for future action’.
Dylan Wiliam, Embedding formative assessment, 2011.
13. Marking and Feedback
What does the research say?
• It is not the form that
feedback takes but the
effect it has on learners.
14. Marking and Feedback
What does the research say?
• Hattie describes 4 different levels of feedback:
1. Task and product.
• Correct or incorrect.
• ‘You need to go through what you have written, number the order in which things have
happened, and rewrite them in that order’.
2. Process.
• ‘…You’re asked to compare these ideas. For example, you could try to see how they are
similar, how they are different… How do they relate to each other’.
3. Self-regulation or conditional.
• Students monitoring their own learning.
• ‘Have you got any ideas why you got it wrong?’
4. Self.
• Praise!
15. Marking and Feedback
What does the research say?
• Learning is enhanced if pupils learn to ‘become their own
teachers’.
• How can we do this through marking and feedback?
• Timing.
• Scaffolding.
• Ability is incremental rather than fixed.
16. Marking and Feedback
What does the research say?
• In summary, feedback should:
• Provide a recipe for future actions.
• Cause thinking.
• Not be seen as an end-point.
‘Never grade students while they are still learning’.
Alfie Kohn.
• Be separate from praise.
• Be focused.
• Relate to the learning objectives.
• Be more work for the recipient than the donor.
• Less is more!
17. Marking and Feedback
Before the lesson
•Planning is key.
• Learning objectives/outcomes.
• Assessing progress.
• Next steps.
21. Marking and Feedback
What does the research say?
• Feedback aims to reduce the gap between where the student ‘is’ and
where they are ‘meant to be’.
• Teachers need to have a good understanding of where pupils are, and
where they are meant to be.
• This should also be made explicit to pupils.
• Pre-assessment.
• Learning goals/success criteria etc.
23. Target word Nucleus Fusion Fertilisation Sperm Cloning Identical Asexual
1. I don’t know the word
2. I’ve heard it before but I don’t
know what it means
3. I know something about it but
only in certain situations. I can’t
use the word easily
4. I know the word well. I can
explain it and use it
Score
Name: Date:
Word Learning Score
Score =
31. Feedback and Marking in the Science
Classroom
Ensuring the recipient does more work than the donor
• Doug Napolitano-Cremin
• Haverstock School, Camden.
• @sciteachcremin
• www.reflectivetandl.com