In recent years school leaders have actively supported a reduction in the marking load on teachers, identified as the main pressure on teachers in the 2016 Workload Review, and now place greater emphasis on verbal feedback techniques. The Hattie meta-analysis confirmed the link between progress and effective feedback but are you confident that your policies and practices lead to effective SEND marking and feedback for these cohorts?
- Is your school’s current approach, “meaningful, manageable and motivating for all students, including those with specific learning needs?
- Can you evidence that you have understood how specific SEND pupils are supported through feedback without increasing teacher workload?
- Is there a clear link between marking, feedback and curriculum plans in your school?
- Do teachers feel confident adjusting feedback to individual need?
Do you need new ways to:
- Demonstrate effective feedback to the parents of SEND pupils?
- Adapt strategies to specific learning needs?
- Refresh the role of marking and feedback in your school by evaluating up to date evidence-based practice?
- Deepen understanding of SEND barriers in relation to a range of feedback techniques
How to ensure pupils with SEND benefit from current concepts of best practice
INSET Outline
The purpose of marking and feedback: The Hattie meta-analysis tells us the students benefit from feedback but has recent research given us the tools to ensure SEND pupils make rapid progress?
Current best practice: are SEND pupils represented in the research?
- The Curriculum Progression model: is a dynamic approach to assessment, marking and feedback the answer?
- What basic needs must be met before SEND pupils are able to engage with feedback? Why Bloom’s Revised and Vygotsky are relevant to feedback.
- Quality First Teaching: the convergence of Rosenshine and Cognitive Learning Theory
Approaches to SEND marking and feedback: strengths, weaknesses & specific barriers
- DIRT, Feedback and Response and metacognition: a model of continuous feedback and reflection
- Timely feedback: how immediacy is key to facilitating independence as part of the extended handover from teacher to student
- Self-assessment and peer marking
- Written feedback: less is more, and specificity is key
- Verbal feedback: facilitating a meaningful dialogue between teachers and SEND pupils
- How teachers can use group feedback to identify common misconceptions and the needs of SEND pupils
Successful whole school implementation of a range of marking and feedback strategies: the steps needed to promote progress in SEND pupils:
- Engaging SEND pupils in the process through a consistent approach
- Target setting and specificity
- Linking feedback to individual targets in IEPs and PLPs
- High expectations and a clear route-map to success can raise self-esteem and increase engagement
- The role of middle leaders in the implementation of policies
- Keeping parents informed
One size fits all: creating a culture of success with an inclusive marking and feedback policy
- CPD for teachers and middle leaders: keep it brief but targeted
- Refreshing the processes of teacher observations and work scrutiny
- The role of action research in monitoring outcomes and raising whole school awareness
- Allocating faculty time to building resources that reduce workload over time
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