Refining Whole-class Feedback
Research School Associate and science teacher Jody Chan explores changes she has made to post-assessment/homework feedback
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by Durrington Research School
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At Durrington we have four main strands to our professional development programme:
In this blog I want to think about SPDS. These have been a great way of supporting subject specific PD in recent years and I think they have been the most impactful in terms of developing subject specific pedagogy. Peps Mccrea’s new book ‘Developing Expert Teaching’ has given us the opportunity to reflect on SPDS with fresh eyes.
In his book, Peps talks about six ingredients of effective professional development:
So I’ve been thinking about our SPDS. When they are working really well, how do they fit within this framework?
I love the simplicity of Peps’ six ingredients. It makes it really easy to evaluate the effectiveness of forms of professional development, such as our SPDS. Our challenge is to ensure that SPDS are being consistently shaped by this framework across the school. The easy part of SPDS to deliver is the ‘What are we teaching over the next fortnight…’ part. The challenge for Curriculum Leaders is to effectively lead the ‘…and how do we teach it well?’ part. These six ingredients will definitely support this.
Shaun Allison
Co-headteacher, Durrington High School
Research School Associate and science teacher Jody Chan explores changes she has made to post-assessment/homework feedback
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