The Pedagogy of Video Marking or Teaching a Wastepaper Bin to Whistle
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Transcript of The Pedagogy of Video Marking or Teaching a Wastepaper Bin to Whistle
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Food?
Hairstyles?
Sports?
Lessons?
What is something you remember from
your own experience of school that
should have been better?
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Video Marking
Video
Feedback Challenging
and Enhancing Learners
Or ‘how to teach a wastepaper
Using Video Feedback
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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.
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What barrier age?
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Still achieving elements of
‘A’ grade writing
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Ds in Mock Exams
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As and A*s in Terminal Exams
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How do students make
outstanding progress?
Outstanding teaching?
What does that look like?
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All singing and dancing?
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Routines for Learning
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Easy wins for engagement?
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Inspiring resilient learners
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Teaching a wastepaper bin to
whistle with video marking!
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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).
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Focus on student progress rather than
teacher action.
“Teachers are accountable, but not
responsible”?
“Teachers are responsible, but not
accountable”?
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How to enhance student progress?
What makes the biggest
difference to student progress
other than what the teacher
does?
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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!
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How much does the marking
process focus on the students?
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So what is the point of
Video Feedback?
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It needs to be efficient
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Students should be able to return to it:
to affect their foundation of knowledge.
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It should use differentiated concepts as
part of learning routines
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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.
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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…
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Ideas from the group…
Task: How to make quality video feedback?
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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).
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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?
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A Pipe Dream? Marking efficiently…
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Myth: Book scrutinies cause teacher-stress
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Myth:Feedback in practical lessons: Ofsted
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Myth? Is it legitimate to judge progress in
the lesson in which it occurs?
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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/
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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)
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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)
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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?