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•Planning templates•Who has used the writing moderation kit – how?•How do you provide feedback to your school?•What teacher/s or content area did you work with?

Session 4 Review

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Working with writing?Session 5

Secondary School Learning Leaders

Providing Feedback

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The Writing Moderation KitA tool kit for looking at

student work Progression PointsWriting Continuum Writing Samples

It’s a place to put your writing samples marked against the progression points

NOW ADDThe Writing Criteria – NAPLANESL Developmental Continuum – S Stages

ACTIVITYLooking at your writing samples Asking questions and providing feedback

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Make Judgements“What do the samples tell you about the

student as a writer?”“What judgements can be made using

this writing sample?”“What other samples do you need?”

Refer to your resourcesHandout – “Looking at Student Work”

Use Progression Points - USE THE HIGHLIGHTERS

Continuum Descriptors of Writing CriteriaESL Continuum (if needed)

Share with the group

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Question / Wonder about the writer

What questions would you like to ask this student? – record

What are you wondering about the student as a writer at this point in time?

Turn and talk

Handout - What feedback would you provide?

What would you teach?

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Finding teaching strategies

Conferring with the student/s

researching

Ask questions

Meet with colleagues to discuss

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Providing effective feedback

Feedback for learningOralWritten

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Use resources to gather the vocabulary for effective

feedback chart what you know using the questions that follow?

Resources to use

Professional Books VELSWriting CriteriaESL Continuum

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Building Academic Vocabulary…

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Your Feedback Teaching PracticesCoaching demonstrations Shared and distributed leadershipDemonstration and modelling teaching

proceduresProfessional Learning teams for a variety of

reasonsMaking classroom activities relevantChallenging learning with teachers and studentsUsing data to guide teaching decisionsEvaluation and reflection on teaching practiceSuitable resources TIME for meeting as a team to review data and

plan

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Reflecting on past sessions How does feedback complement activities demonstrated

ComprehensionReading to /reading aloudDiscussions / Turn and talk SummarisingReading for specific

information in groupsGetting knowledge readyBuilding academic

vocabularyMaking connections with

content areasQuestions and questioning

How do we know we know?

Evidence Questions and

questioning

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What will moderation achieve?For:- students, self, school Positive for students, explicit Planning for strategies Collegial support and professional discussion Consistency of judgement Improve literacy for students, building a repertoire and ideas, examples, and different

teaching strategies Clear understanding of student – ZPD and what to teach next What to re- teach – at point of need Building teacher confidence to make decisions about students Building teacher capacity Improving student understanding of assessment inclusive Provide feedback to the student, parent Shifting the paradigm Negative : one more layer

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What are the benefits of conferring?DirectFocused on the

students specific needsTwo way processBuilds confidence in

the studentsLearning is importantValues the studentsStudent values their

learningQuieter student gets a

say

Teachers have a rapport with students

Transparency with students

Student Active participants- humanising

Private/ personalised conversation

Get to know the student

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What are the benefits of written feedback? Specific – one thing at a time Suggested ways of improving Documented Students can go back to reflect Less likely to be misinterpreted Use of checklist or template

Outcomes listed and comments relate to outcome Clarify what was good or needed to be changed Balance of positives and negatives – start with

positives Acknowledge the task – encouragement Providing next steps Students can articulate