 Effective feedback is essential for pupils to make progress, but in many schools written feedback has become disproportionately valued and unnecessarily burdensome. The emphasis needs to be on the impact of feedback instead of how the feedback has been provided. This is not to say that all marking should be eliminated, but it should be proportionate, and the quantity of feedback should not be confused with the quality and impact it has on student learning. I have been on a journey in my current school to review and redirect our Feedback Policy which has led to us creating a guide for teachers. I thought I would share this guide with you.
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High Performance Learning, Century and WAGOLL Teaching joined together to share with teachers their top tips on boosting metacognition in Primary.
 So, if you read my previous post about Retrieval Practice you will already know I have been focusing a lot of work on developing my own knowledge and sharing my findings on The Science of Learning. I am already a fan of retrieval practice and see how it can be used very successfully in Primary education. But what about Spacing? How can the idea of spreading learning and retrieval practice over time, allowing time for forgetting to happen, be implemented into the early years of education? And, most importantly, what does it look like?
 Questioning is one of the foundations of learning. A good question can be the most powerful tool a teacher has for extending and deepening knowledge. If a child is asked a great question, new viewpoints, ideas and understanding can be developed. A good question can enthuse, stir, and provoke children which can eventually lead to a newly gained skill, deeper understanding or a new viewpoint.
 As the digital world grows, so do the opportunities. Although there are plenty of paid applications and websites that provide exciting resources for children, there are also a number of free resources around the World Wide Web that offer free virtual trips around the world. This opportunity allows children to explore environments and locations they perhaps will never see in real life - and with new experiences, come new writing opportunities. Here are 5 of the best!
 World Book Day?!? Why not make it a week? The thought of just a day to celebrate makes me a little sad so I like to take a full week off timetable and plan everything around our book. (Don’t worry, you can still get all areas of the curriculum covered just takes a little creativity) You can find examples at the end of this article.
 Bligh (1998) identified that students in class are most likely to remember the content at the very beginning and at the very end of a lesson. However, due to packed timetables, and back to back lessons, teachers can find themselves rushing to finish lessons leading to low impact endings to lessons. If used well, end of lesson activities, alternatively known as 'exit tickets', can be a great way of cementing specific knowledge in students' minds. Here are five tips on how to end lessons with purpose and impact.
 One thing that we have perhaps learned during this difficult time is that creative thinking is not limited to the arts. Nor does it have to be a huge 'Aha!' moment that leads to fame and fortune! Creativity appears to have thrived, despite the limitations presented to us by a lockdown. This would suggest that creativity is far more simple and humble than the outcomes suggest.
Creative thinking should, therefore, not be seen as a huge event or a timetabled lesson. The aim should be to weave key aspects of creativity into everyday happenings at school. But, what are the key aspects of creativity and how can you get weaving?  Teacher input can be really effective in setting the pace of the learning and guiding student's thinking when introducing them to new concepts, ideas and skills. However, if they lack focus or last too long, they can disengage children and have the opposite effect. They can allow teachers to fall into the trap of talking for too long and not engaging the students. So what does make great teacher input and how can you plan to ensure it has an impact every single time?
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WAGOLL TeachingWAGOLL Teaching is all about sharing great, simple teaching ideas with a global teaching community. As a teaching group, we need to stick together, support each other and develop positive approaches to classroom innovation. Development is all about trying something new, taking risks and sharing great ideas! you may even have some fun along the way!
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I would like to remind all visitors to this website that all pages on this site are copyright protected, unless stated. Most importantly, this site is for the use and enjoyment of all children, parents, guardians, carers and teachers who are involved in WAGOLL Teaching. Please use the resources/ideas as you need without replicating them for your own gains.
I would like to remind all visitors to this website that all pages on this site are copyright protected, unless stated. Most importantly, this site is for the use and enjoyment of all children, parents, guardians, carers and teachers who are involved in WAGOLL Teaching. Please use the resources/ideas as you need without replicating them for your own gains.