While learning how to write and perform monologues, Year 8 students created 'Marginal Gains' wheels to help them assess and actively manage their own progress.
Stage 1
Creating wheels as a class helps to identify, categorise and highlight the criteria that make up successful monologue writing.
Stage 2
Students use their wheels to peer mark a partner's writing - commenting on successful criteria...
Stage 3
...and identifying potential 'marginal gains' that can be made to improve the work.
Stage 4
Students' 'next steps' are to edit their work and make active improvements according to their partner's advice. They also highlight, annotate and evaluate their own work to show specifically where progress has been made.
Following this kind of detailed self- and peer-assessment, students move towards a formally assessed piece of writing.
Well done Ria from 8Y1 for some fantastic work!
Stage 1
Creating wheels as a class helps to identify, categorise and highlight the criteria that make up successful monologue writing.
Stage 2
Students use their wheels to peer mark a partner's writing - commenting on successful criteria...
Stage 3
...and identifying potential 'marginal gains' that can be made to improve the work.
Stage 4
Students' 'next steps' are to edit their work and make active improvements according to their partner's advice. They also highlight, annotate and evaluate their own work to show specifically where progress has been made.
Following this kind of detailed self- and peer-assessment, students move towards a formally assessed piece of writing.
Well done Ria from 8Y1 for some fantastic work!
