@TeacherToolkit

In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account in which he rapidly became the 'most followed teacher on social media in the UK'. Today, he is currently a PGCE tutor and is researching 'social media and its influence on education policy' for his EdD at Cambridge University. In 2015, he was nominated for '500 Most Influential People in Britain' in The Sunday Times as one of the most influential in the field of education - he remains the only classroom teacher to feature to this day ... Sharing online as @TeacherToolkit, he rebuilt this website (c2008) into what you are now reading, as one of the 'most influential blogs on education in the UK', winning the number one spot at the UK Blog Awards (2018). Today, he is slowly building an online community of teachers ... In 1993, he started teaching and is an experienced school leader working in some of the toughest schools in London. He is also a former Teaching Awards winner for 'Teacher of the Year in a Secondary School, London' (2004) and has written several books on teaching (2013-2018). Read more...

8 thoughts on “More Verbal Feedback

  • 11th December 2016 at 9:27 am
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    I have recently been doing some research with teachers at our school on live marking and students responding instantly. Where we have had best impact is with boys. They have really bought into it, especially when marking in groups. Teachers have found they have really enjoyed the public praise as you find something positive to say. They have then been much more focused on the improvement. Lots more impact compared to traditional marking where there doesn’t seem to be the buy in from students.

    Reply
    • 11th December 2016 at 1:48 pm
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      This sounds really interesting. Would you mind explaining what “live marking” entails? Is it different from peer or self assessment? Thanks.

      Reply
      • 11th December 2016 at 1:59 pm
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        Live marking: the teacher does the marking in the class with the student sitting by their side. We all do it everyday, but I prefer focused and targeted feedback rather than just wandering around ticking in books etc

      • 11th December 2016 at 2:40 pm
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        That would be really interesting to read. Yes, I do that already to some extent. However, I find in doing so that they want me to mark because they like to check they are getting everything they have attempted correct, rather than me marking the specific things I want to check their progress on.

      • 11th December 2016 at 6:05 pm
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        I plan to write it up in next few weeks. We decided live marking wasn’t going to be judged by ticks in books. We identified key pieces of work we would usually mark. The next lesson there was an extension task for the group while the teacher sat with students in groups 4/6. Teacher then has books in front of them and opens up group discussion. Strengths identified first to create praise and confidence then teacher identified 2/3 key development points group could focus on. Group went away and developed work. TBH I am determined over next 6 months to reduce marking for marking sake. We have got to do this if we are to keep staff as I’m sure you’ve had but it was by far and away the biggest staff well being factor. Once I write it up I will email to you and please feel free to share.

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