pupil outcomes and reduce their workload

Can teachers raise pupil outcomes and reduce their workload at the same time?

Ask any teacher whether it is possible to raise pupil outcomes while reducing their workload and most will probably answer the same – no.

However, a new book by Robert Powell called Live Feedback explores strategies that promise to engage learners, raise attainment, and reduce the time spent on detailed marking of students’ work.

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strategies to improve your teaching

3 questioning strategies to improve your teaching and workload

Questioning and teacher scripts have immeasurable benefits as an assessment tool. They can help with retention, behaviour and self-regulation, not to mention the long-term impact on teacher workload both in and out of the classroom.

What’s more, dialogue in class can help students activate hard thinking, enabling them to elaborate on themes and topics:

“One way for students to shoulder the responsibility for learning is for them to be the readers, writers, speakers, listeners, and thinkers in the classroom through active engagement in social interaction with others,” (Alvermann & Phelps, 2005; Vacca, Vacca, & Mraz, 2011).

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Teachers in 2020

Top Hopes and Fears for Teachers in 2020

For some, the start of a new year means healthier eating and more exercise. For others, it represents an opportunity to set goals and be more successful.

So, what about teachers? Well, it’s fair to say that most in education will have a number of hopes and fears for 2020, which are likely to include the following.

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Teacher Workloads

Teacher Workloads in England

In October, the Department for Education (DfE) published its Teacher Workload Survey for 2019, which attempts to act as a national ‘barometer’ for teachers’ working conditions. It also forms a key part of the DfE’s commitment to improving the evidence base on what drives unnecessary teacher workload and what works to reduce it.

Throughout the DfE’s report, which gathered results from a nationally representative survey of teachers over a three-week period, comparisons are made to the same publication in 2016.

Despite small wording changes to the 2019 survey, and efforts to minimise response bias, it is now possible to ask the question, “Teacher Workloads in England – Are They Improving?”

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Teacher Marking

Revolutionise Your Marking Workload

Despite the fact that many teachers believe marking is necessary to provide children with valuable feedback and help them improve in the future, Ofsted doesn’t share the same sentiment.

In a myth-busting factsheet, Ofsted said it “does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy.”

In other words, as long as schools get the required results out of students, marking isn’t absolutely essential.

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