Redrafting
It's an essential skill for our students to develop in order to consider whether they've actually met their feedback target. Using the Personal Learning Checklist, students identify what they've forgotten (or didn't know) to add to their original comparative poetry essay. Students then attempt to redraft it with this feedback in mind. However, their redraft is not the be all and end all. They have to identify how their redraft demonstrates that they have met (or have not met) their feedback target.
Findings?Several students were shocked at how they didn't manage to meet their feedback target despite attempting to do so: a quick one to one conversation with a buddy (3b4me) gave them the courage to try again.
Some students identified that even though they had met their new target, they had forgotten to demonstrate other targets as well (AO2 for instance). As a result, they recognised that they were expected to redraft again! Cementing into their minds that mistakes (failure) is the way forward as long as we learn from them, I wanted to create a mistake friendly zone. I was very much inspired by their resilience.
Changes? I will give far more space for the redrafting section (given the number of re-drafts they ended up writing). I will also add a teacher's comment section for an overall RAG rate with respect to student effort and student progress.
Link to my Formative Feedback comparative poetry and unseen poem sheets can be found here: http://bit.ly/2mvfZHP
