English teaching: in the aftermath of Y11 mock #1 – what next?

In this post I am going to set out my strategy for Y11 teaching over the next few weeks. It will be informed by ideas from, deliberate practice, retrieval and Rosenshine.

Practice over time

In the past I have taught feedback lessons that have crammed in the exam that has just gone with a series of mistakes. In my 10 years + of English teaching here are some errors:

  1. Lots of writing from me for kids to decipher and do something with
  2. Grades and comments on the same test returned
  3. Trying to cover the whole exam(s) in one lesson then getting on with the course again

This time I have been inspired by my reading and my colleagues to approach things differently. Using @TLPMsF’s superb resources for whole class feedback I have collated my class’ targets. Here is an example below:

Targets image

I’m sure that you can follow how this works: every student has a T and a number for each question, they then find it and copy out the comment so I can see they’ve read it. Then they need to address the error.

This however I am extending over time. I figure that revisiting the exam pieces frequently as “starters” (I repressed a shudder when using the “S” word, but I will continue) it will work to interleave the practice alongside the chunkier work this two weeks, Macbeth. I’ve pasted in a picture of the first slide my students see of a lesson overview so you can get the idea.

Lesson overview

But just adding targets isn’t really enough as you’ll have probably said yourself. So I’m endeavouring to follow Rosenshine et al and incorporate worked examples for each question, with bursts of exam practice. The idea is that the whole activity should take about 12 minutes at the most. Here’s some instruction for the sentence structure bullet inĀ  Q2:

Instructions for Q2Slide 2 overview

Sentence types with modelsI’m also using “lagged homeworks” which is an idea I picked up from the learning scientists podcasts. @doctorwhy describes them as an excellent way of incorporating interleaving. I like that they are not just a “follow on” activity and therefore have more meaning. Essentially it means set homeworks on a previous topic. I’d like to pair this up with Rebecca Foster’s self testing homeworks.

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