Developing Categories, Part 3

stuff8I’ve already said that I wasn’t sure if ‘behaviour’ and ‘feedback, assessment & marking’ (FAM) should be separate categories, and some further analysis has convinced me that I need to drop them both.

One of the many useful features of Orange is the ‘concordance’ app, shown on the left in my workflow.  It allows for a sub-set of documents to be extracted based on a key word.  I chose to have a closer look at ‘marking’.  As you can see from the screenshot below, the app will show you your chosen word as it appears with a selected number of words either side.  The default is 5, which I stuck with.

stuff9

The white and blue bands represent individual documents, which can then be selected and viewed using the ‘corpus viewer’ app.  I browsed through several, deciding that they should best be classed as ‘professional concern’, ‘positioning’, ‘soapboxing’ or ‘reflective practice’.  I selected ‘assessment’ and ‘feedback’ as alternatives to ‘marking’, but a closer look at a few of them suggested the same.  I went back to the posts I’d originally classified as ‘FAM’ and reviewed them, and decided I could easily re-categorise them too.

Here’s an example of a post containing the key word ‘marking’:

Lesson 3 (previous post) had seen my Head of Department sit in with a year 7 group to look at ideas he could apply. His key observation- the need for a grounding in the terminology and symbols see first lesson which has been shared as a flipchart with the department. We move on apace to lesson 4 where pupils start to be involved in setting their own marking criteria linked to SOLO. Still no hexagons, a key aspect in the sequence of lessons now being blogged about by Paul Berry (see previous post). Linking activities between lessons has become very overt in this sequence of lessons. Our starter was a return to annotate the pics from last lesson. Most recall was at a uni-structural stage and some discussion ensued see Year 7 example below. The focus today was to be on marking information onto maps accurately. We have decided as a department to return to more traditional mapping skills as many of our pupils have a lack of sense of place. So we returned to the textbook (Foundations) and a copy of the main map was shared with the class. It limits the amount of information, and hopefully this will develop a stronger use of maps in future work. Before starting though we needed to determine a SOLO based marking criteria which allowed peer marking. The pupils in year 7 in particular had clear ideas already about this. We identified how they would mark and initial and day the marking as Sirdoes so it was clear who the peer marker was. The map task was time limited. I use a variety of flash based timers which I found online- the novelty value of how the timer will end can be a distraction at the end of a task but does promote pupil interest. I circulated the room giving prompts on how seas could include other terms e.g. Channel and ocean. The work rate was very encouraging. The peer marking was successful and invoked quite a lot of table based discussions. We started to identify the idea of feed forward feedback to allow improvement of future pieces of work. Lesson 4 with years 8 and 9 included a return to the SOLO symbols image sheet and sharing recall. Also a key facts based table quiz was used to promote teamwork and remind how we already know a range of facts. These quizzes provided a good opportunity to use the interactive nature of the board to match answers to locations. Writing to compare features in different locations became the focus for Years 8 and 9. We recapped the use of directions in Relational answers. Headings were provided and I circulated to support and/ or prompt as required. Now I need to identify opportunities to use HOT maps as recommended by others including Lucie Golton, John Sayers et al. from Twitters growing #SOLO community. Also the mighty hexagons and linking facts need to enter the arena. Please if commenting, which image size works better as lesson 3 or lesson 4?

This is clearly ‘reflective practice’, as the practitioner is clearly commenting on the successes of using the SOLO taxonomy model  with a variety of year groups.

If I have time, it may well be more appropriate to interrogate a particular category to visualise what sub-categories may emerge e.g.  I would expect ‘professional concern’ to encompass workload, marking, growth mindset, flipped  learning etc. , areas of concern that are ‘product’ as opposed to ‘process’.

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