Food?

Hairstyles?

Sports?

Lessons?

What is something you remember from

your own experience of school that

should have been better?

Video Marking

Video

Feedback Challenging

and Enhancing Learners

Or ‘how to teach a wastepaper

Using Video Feedback

HPL Philosophy Treating all students as if they will

achieve at the highest levels given support and time.

HPL Philosophy treats all

students as if they will

achieve at the highest

levels given support and

time.

What barrier age?

Still achieving elements of

‘A’ grade writing

Ds in Mock Exams

As and A*s in Terminal Exams

How do students make

outstanding progress?

Outstanding teaching?

What does that look like?

All singing and dancing?

Routines for Learning

Easy wins for engagement?

Inspiring resilient learners

Teaching a wastepaper bin to

whistle with video marking!

Focus on student progress rather than

teacher action.

HPL philosophy can’t

just hope the kids will

‘get it’. Teaching needs

to be responsive (but

not reactive).

Focus on student progress rather than

teacher action.

“Teachers are accountable, but not

responsible”?

“Teachers are responsible, but not

accountable”?

How to enhance student progress?

What makes the biggest

difference to student progress

other than what the teacher

does?

How often do personalised targets form

part of lesson planning?

Formative marking creates

personalised targets.

Here is your personalised

target? Here is my generic

lesson!

How much does the marking

process focus on the students?

So what is the point of

Video Feedback?

It needs to be efficient

Students should be able to return to it:

to affect their foundation of knowledge.

It should use differentiated concepts as

part of learning routines

Exemplar Video Feedback Piece with

Aliisa Nummela

• Uses Rubrics that are integrated into

practice

• For a high-value piece of work

• Challenges higher-level thinking as well as

‘sleeping-mind’ mechanics.

Task: How to make quality video feedback?

• Produce the beginning of a video marking piece.

• Complete for your own subject, or use the exemplar English assessment here.

• Focus on one part – correct something for the student, and then extend with something that challenges or enhances a threshold concept (something that is fundamental to your subject).

• But first…

Ideas from the group…

Task: How to make quality video feedback?

Task: How to make quality video feedback?

• Produce the beginning of a video marking piece.

• Complete for your own subject, or use the exemplar English assessment here.

• Focus on one part – correct something for the student, and then extend with something that challenges or enhances a threshold concept (something that is fundamental to your subject).

Video Feedback vs

Traditional Marking Aspirations

Common CritiquesNo-one minds marking, if the student gets

something from it.

You’ve got to the point of valuing marking,

and you have expertise in it… now what?

A Pipe Dream? Marking efficiently…

Myth: Book scrutinies cause teacher-stress

Myth:Feedback in practical lessons: Ofsted

Myth? Is it legitimate to judge progress in

the lesson in which it occurs?

Learning is an inward process which

we judge by the outward events of

schoolwork and exams. Therefore, it

is a private process to which the

observer has no access.

Paraphrasing David Didau

http://www.learningspy.co.uk/

What is Liminality?

Difficulty in understanding threshold concepts may leave the learner in a state of ‘liminality’, a suspended state of partial understanding, or ‘stuck place’, in which understanding approximates to a kind of ‘mimicry’ or lack of authenticity.

Insights gained by learners as they cross thresholds can be exhilarating but might also be unsettling, requiring an uncomfortable shift in identity, or, paradoxically, a sense of loss.

A further complication might be the operation of an ‘underlying game’ which requires the learner to comprehend the often tacit games of enquiry or ways of thinking and practising inherent within specific disciplinary

Land, Meyer and Baillie (2010)

In short, there is no simple passage in

learning from ‘easy’ to ‘difficult’;

mastery of a threshold concept often

involves messy journeys back, forth

and across conceptual terrain.

Cousin (2006a)

Final Steps: When is this most useful?

Stay in touch via NAU forums and

www.thequillguy.com

Further options:

- How does video feedback compare to written

feedback/regular marking?

- Useful to have students a routine where

students respond the concept over a length of

time?