Reading time, 3 minutes: How would you go about creating marking consistency to have impact students, whilst aiming for workload reduction? How would you go about developing a consistent (marking) approach across a large secondary school?
Reading time, 3 minutes: What day of the week are teachers most likely to mark students’ classwork?
Reading time, 2 minutes: Our own teaching rarely takes into account the views of colleagues, parents and students, but in this post I remind the reader that these views must be considered.
Reading time, 3 minutes: There are a few days left before the end of term and this is one last marking and feedback blog before the summer holidays begin.
Reading time, 2 minutes: If you were a school leader of teaching and learning, what would you do with one-hundred teachers in a school to raise standards?
Reading time, 3 minutes: This is a blog about marking and teacher feedback.
Reading time, 3 minutes: This is a blog about opportunities for students to redraft work to produce smarter outcomes and act on teacher feedback.
Reading time, 2 minutes: This is a blog about marking workload. If you download this resource, please tweet this link.
Reading time, 3 minutes: This is a blog about The Power of Not Yet and how the ‘Not Yet’ theory may be applied in your classroom tomorrow!
Reading time, 6 minutes: The current landscape for teaching and learning is divided. Here, I propose a valid step forward into formative observations without lesson gradings. This is a pragmatic and conceptual blogpost.
Reading time, 4 minutes: How can we reduce the workload-frenzy of marking for teachers?
Reading time, 3 minutes: This post answers the 36th question from my TeacherToolkit Thinking page of Thunks. Thunk 36: Is self-assessment effective? by @Mroberts90Matt