TeachTweet 2

Last night was the second TeachTweet online CPD event hosted by @ICTMagic.  A wide variety of educators and organisations produced short videos that were shared throughout the night and sparked lots of Twitter based discussion.

My video was about peer to peer feedback, using the ‘feed back, feed forward’ technique.  If you missed it, here it is:

Also, here’s the Prezi that I used in the video:

I was quite nervous as the link was shared, putting yourself in the shop window is always a bit daunting, especially after the quality of the first few videos.  The link was tweeted out, and for about 10 minutes nothing happened. Then:

teachtweet1

I missed the next 2 videos responding to all the questions, ideas and suggestions.  It was a relief that feedback was overwhelmingly positive.  I hope I managed to inspire a few others to try feed back and forward.

So thanks to everyone who gave up their time to share ideas.  The conversations were fast and furious.  If you’re wondering whether to put yourself forward for this sort of thing, then just jump in.  It’s really helped me to refine my practise and put a polish on an idea.

You can see all the videos from the night on the #UKedchat website.  Do it, they’re great.

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3 thoughts on “TeachTweet 2

  1. Thank you for sharing your ideas and such a wonderful page of ideas. SOLO offers lots of possibilities but as long as some of the key areas you raised are present-any criteria is fine-this is some feedback advice I offered on another post, based on what we are working on-you may agree-you may not! The person was worried about kids rushing and not doing it properly.
    The students may rush because they are probably use to peer assessment being a bolt on to the lesson-quick plenary at the end with quick general thoughts expected and no criteria given [or one they can’t assimilate quickly enough e.g. APP levels in English, NC levels/literacy levels in other subjects] Our rules are;
    1] Give them enought time to reflect [DIRT if you like]-at least 15 minutes-I observed a science NQT devote a full lesson to peer assessment-brilliant-she talked for a couple of minutes, followed by an hour of science discussion!
    2] Rules-Tough on content, soft on people-be kind, be specific, be helpful-or you have upset kids and punches thrown! Focus on the learning not the person.
    3] Student friendly criteria shared before the learning so they all know what is expected and then when peer assessment occurs
    4] They must give feedback-couple of good things they like [specific to the subject and task] and then a piece of feed forward-reward them for specific comments and examples-they can’t just say give more details or use connectives-make them write an example
    5] Get another student to peer assess the same piece and offer their feedback/feed forward-peer assessors often get it wrong-you may not have time to check all of the class-use verifiers
    and at the same time you are really allowing their learning and language of learning to fly
    6] Triads of the 2 peer assessors and the original writer to discuss whether or they all agree with the level/comment or need to change it after reflection
    7] You are asking a lot of the peer assessor-give them the respect of letting them check that their feedforward has been met at an appropriate future time
    8] Wander round whilst the kids are discussing picking out great advice for you to mention during your progress checks and reward every bit of great feedback/conversations that you pick up on
    9] For your low ability groups, work with your TA, to move quickly around the room, writing their comments for them-they have valid points but become frustrated when they can’t spell what they want to or the other person can’t read it-our classes are small so we can shift quickly around
    Happy peer assessing

    • Hi David,

      Thanks for such a detailed comment and glad you found the post useful.

      I like the idea of letting the pupils review to see if their feed forward has been met. I’ll be trying that one in the future.

      Andy

  2. We are trying to link our AFL/literacy/’learnish’ into one approach across all of our learning- want the students by next year to be able to track their progress as the teachers do with the kids explaining the intervention they have received [could be peer assessment/phone call/reward etc.] and telling us which strategies are the most effective [and parents on parent’s evening/review day-via a flight path graph] If it works the students’ ownership of their own learning with a bit of help from their peers and us will actually mean something a bit more than a sound bite at an SSAT conference-big if though!!

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