It's all about the feedback and creating the dialogue with our learners; that's exactly what we're focusing on here at Hodgson Academy. We've been using D.I.R.T (dedicated improvement and reflection time) for a while now across the whole academy. I know other departments enjoy the fluorescent green and tickling pink shades, but colleagues in the English department have settled for the colour of kings: purple.
So, how does it work?
Marking has long been seen as administrative and laborious. It shouldn't be. This is a two way process, not a one way event. Reinforcing and guiding our learners is indeed important, but making marking into EFFECTIVE FEEDBACK DIALOGUE is crucial to demonstrate progress over time. When a piece of work has been marked in some detail, our students will improve that same piece of work, securing their understanding and learning, using (in the English Department's case) our PURPLE pens. The dialogue between learner and teacher will be clearly evident in books and, as an academy, we have enjoyed this consistent approach to D.I.R.T in a variety of colours!
I'm looking forward to posting some feedback examples from several departments over the following half term.
So, how does it work?
Marking has long been seen as administrative and laborious. It shouldn't be. This is a two way process, not a one way event. Reinforcing and guiding our learners is indeed important, but making marking into EFFECTIVE FEEDBACK DIALOGUE is crucial to demonstrate progress over time. When a piece of work has been marked in some detail, our students will improve that same piece of work, securing their understanding and learning, using (in the English Department's case) our PURPLE pens. The dialogue between learner and teacher will be clearly evident in books and, as an academy, we have enjoyed this consistent approach to D.I.R.T in a variety of colours!
I'm looking forward to posting some feedback examples from several departments over the following half term.
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