In 335BC, Aristotle outlined his 'Three Unities of Tragedy': 'time', 'place' and 'action'
In 2018, teachers are buckling under the pressure of the 'Three Unities'... of Marking:
The repercussions of these three unities are tragic for teacher well-being, for schools' recruitment and retention, and for the achievement of the students we are trying to support. But there is another way.
Diagnosis, Feedback and Improvement should be quick, effective and impactful, focusing on key issues that really matter to move learning forward. And it should unburden the teacher from the tyranny of marking.
Examining the growing evidence-base of what actually works in education, and learning from High Performance in education, industry and sports, this course enables teachers and schools to focus precisely on what has the maximum impact on results and the minimum impact on teacher workload. Moreover, it should mean teachers never again have to cart piles of student work into their car, or into their home.
The problem with marking – a national issue and a personal tragedy
It's not all bad, is it? Why teachers like marking
'Eliminating Unnecessary Workload Around Marking' - what the DfE say
Going Cold-Turkey – how to remove dependency on the written comment, for teacher, student, parent and SLT
What can schools learn from High Performance in education, industry and sport?
What do students need to know? Cutting to the heart of the matter
360° Assessment for Learning – all-through best practice and 'marginal gains'
How to achieve precision in diagnostic peer and self-reflection
One-size doesn't fit all: examine models of best practice in Diagnosis, Feedback and Improvement
Diagnosis, Feedback and Improvement on mock-exams – How to ensure no-one makes that mistake again
The perfect feedback lesson: what it looks like, and how students engage through the process
Practical, hands-on activities and ideas to embed Diagnosis, Feedback and Improvement in your classroom and your school
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“Excellent course: very motivating and insightful. I have many ideas on how to refine my practice to improve outcomes for pupils, and clear guidance on ideas I had heard of but couldn't see how they would work in practice before today.”Head of Department , Bedford Girls' School
“Very insightful and cutting-edge theory. Lots of takeaways that I will look forward to implementing when I get back to school.”Deputy Headteacher , Honley High School