Fast Feedback: How one primary school abolished written marking
£16.99*
Pros
- This book shares the story of how one primary school set about abolishing written marking.
- The authors focus on teachers' workload, setting the stall on easing daily pressures.
- Chapters in the book focus on developing students to become resilient learners and developing an approach for fast feedback strategies.
- Quick tips are shared throughout the book, with many ideas and strategies developed supported by relevant educational research.
- This book will appeal to primary school leaders and teachers who want to develop practical strategies to offer progressive feedback to their learners.
By Lesley Hill & Gemma Whitby
Illustrated by Haeun Kang
Foreword Matthew Kleiner-Mann
Supported by Bloomsbury Education Publishing
One day, a headteacher saw a new teacher wheeling a suitcase out of school. ‘Going anywhere nice?’ he asked her. ‘Oh! No, unfortunately,’ she replied with dismay. ‘This is my marking for the weekend.’
Sound familiar? Determined to make a change, Lavender Primary School in North London took on the challenge of abolishing written marking altogether by introducing the revolutionary approach of providing immediate verbal feedback. The outcome? Reduced teacher workload, improved staff retention and more effective learning for children. Backed up by educational theory and full of practical advice, this entertaining and informative book takes you through the highs and lows of Lavender Primary School’s journey, so you can confidently follow the same steps to reform marking in your school. It features quick tips, reflective questions, fact files and chapter summaries for easy navigation. The topics covered include success criteria, effective questioning, mindset and resilience, reward and motivation and verbal feedback.
Fast Feedback is written in an open, easy-to-read style and includes a foreword by Matthew Kleiner-Mann, leader of Ivy Learning Trust. It’s perfect for senior leaders looking for a new whole-school approach to marking and feedback, as well as teachers searching for strategies to implement in their classroom.
“An honest, down-to-earth story of one school’s journey towards replacing the tyranny of teacher marking with conferencing and feedback.”
– Dame Alison Peacock, Chief Executive, Chartered College of Teaching
ABOUT THE AUTHORS
Lesley Hill has worked as a primary school teacher, an executive headteacher and head of school improvement, and has facilitated and led a range of teaching and leadership training courses.
Gemma Whitby has a Masters in Teaching and Learning and has experience as a classroom teacher, middle leader and senior leader, as well as in leading primary science training.
Matthew Kleiner-Mann taught in several primary schools before becoming a headteacher, an executive headteacher and a National Leader of Education. In 2017 he founded Ivy Learning Trust. Find out more at ivylearningtrust.org and on Twitter @Ivy_Trust.headteacher. For the last ten years, he has also worked as a government-appointed National Leader of Education, supporting colleagues in other schools in giving the very best education to their children.
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