'GIVE IT A NAME' - a useful little idea to help students remember feedback. A short thread, with pictures!
The idea: give the error a name and, ideally, a visual metaphor.
The effect: they remember it, identify it accurately in their work and even remember it next time! 1/
The idea: give the error a name and, ideally, a visual metaphor.
The effect: they remember it, identify it accurately in their work and even remember it next time! 1/
The Q here asks Y13 students to offer a synthesized, thematic overview of 130 years of change. One common problem is that they use evidence from too narrow a period. We start by looking at knowledge they could include in the paragraph, expressed as a timeline. 2/ 
Now. Here's the trick. GIVE THE PROBLEM A NAME. make it a 'thing.' I've called it 'spotlighting.' Many students paragraphs included just the Pill and Roe v Wade, sometimes radical feminism too. They are shining a sharp light on a narrow slice of the story. 3/
If they don't spot the issue straight away, you can make it clearer. Then ask them to identify it in their essay.
The real JOY is the next time they write, and you ask them what they're working on before they start. They say 'not spotlighting.' As if it's *a thing.* Happy days.
The real JOY is the next time they write, and you ask them what they're working on before they start. They say 'not spotlighting.' As if it's *a thing.* Happy days.
I am sure you can name or use a visual metaphor for other common issues in essays/written work. I'll let you know if I think of any - does anyone else do this? #metacognition #historyteacher
might be of interest to @swerupa @KerryKitsch @MissFolorunsho @WillMas78870283 @bloss_miss @RalphBoxerDog @JamieGi55711611 and any other @OCR_History A-level folk.
Also might be of interest to @olicav, although I am sure he's come across it before...
Also might be of interest to @olicav, although I am sure he's come across it before...
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