Flipped Classroom info. Two stars and a bloody wish! A heap of epithets is poor praise: the praise lies in the facts, and in the way of telling them.Jean de La Bruyère We are held hostage by our superstitious belief in the mystical power of marking to cure all educational ills. It won’t. A teacher inscribing marks in students’ exercise books is every bit as mundane as it sounds; in my 15 years in the classroom it rarely resulted in much. But that’s not really why we mark. We mark because it’s the right thing to do. Because not marking is worse than marking. This is the marking fetish. Recently I’ve been working with a school to help them rethink their marking policy. Here’s an example from an obviously hard working and committed teacher: Take a look at the stars: “Excellent effort to copy descriptions” and “Correctly identified”.
The Action, though, seems useful: “Why are these symbols important?” The same problems are in evidence with other marking policies which expect teachers to respond to students’ work with a set formula. Like this: TDRE Boss Blog: "No Magic Beans" - #TMLondon. Apologies - I can't remember who took this and tweeted it to me! Thank you to everyone who said kind things about my presentation both via Twitter or in person at #TMLondon. It was a great evening and a real privilege to present and share something with the huge number of colleagues in person and online.
Here I will outline what I covered: I have written a blog post about what I am doing with KS4 classes which is <here>. I also hinted at the fact that meta-cognition / cognitive psychology is NOT a magic beans solution. Somehow I also managed to get a reference in from Frank Skinner, my favourite comedian. A few people have said they were surprised by the information on my "Hot or Not" slide. Finally, if you fancy watching it again (or indeed for the first time).
Growth mindset interventions research.