18 ideas for marking, feedback and DIRT #FeedbackNOTmarking Clearly presented and ready for a CPD session. Lots of ideas to improve feedback and reduce time spent marking.

A 6x6 grid for encouraging students to get to know one another. Great for year 7 forms or new form groups. How to use Students need dice. In pairs they roll the dice to determine the cell coordinates. A student then asks the question in the cell and the other/s answer it. It could be printed off and laminated or simply displayed using a projector.

Add some fun to lesson planning with Teaching and Learning Secret Missions. In this pack are 50 secret mission cards to develop creativity and good practice. Ideal for T&L coordinators, ITT or PGCE mentors and Heads of Departments. Can be applied to a variety of subjects and key stages.

Revision Booklet This editable guidance booklet will support learners in their revision of a variety of subjects. The booklet includes general approaches to develop retrieval practice and revision strategies with links and space to explain to students how they can apply the strategy to your subject area. All ideas are supported by research. The booklet is editable in order for teachers to customise to their subject area.

A template for students to use during directed improvement and reflection time (DIRT). After feedback, if pupils have a piece of extended writing to improve or if they have a level up task to push them close to their targets, they write their answers on the sheet. In addition I also get pupils to use the sheets if they have completed a piece of extended writing with numerous SPaG errors. They simply tick their area of focus and when I remark the piece of work I give them simple feedback by ticking whether they achieved the improvements or if they were not quite there. The level accomplished overall is also given. DM for subject specific ones.

A selection of cards for positive and negative behaviour. I print the positive behaviours on green and the ones for negative behaviour on red. The negative behaviour cards rather than tell the pupil what they are doing wrong give the instruction for the alternative action that is expected. e.g. If they are talking over the teacher, card says listen when others speak. If a pupil recieves 3 red cards a sanction is issued. If a pupil recieves 3 green cards a reward is issued.

Pupils are given the sheet and as part of the plenary each lesson they simply write the date, what they learnt and assess how well they understood what was being taught. I'd recommend that pupils keep it in a plastic wallet in their books. Pupil and teacher to refer to the sheet regularly to assess progress, determine areas for extra support and to aid revision. Can be used daily, weekly or every few lessons.

A template for creating work booklets for any subject. I've used them for primarily Opening Minds (used to teach PSHE, Citizenship and RE), along with a few for GCSE Geography and KS3 Humanities Homework. Simply outline the success criteria on the first page. I would then highlight the criteria achieved in one colour and the criteria to attempt to progress in another. Thus reducing marking workload. For each lesson, change the title and L/O and add any information, activities or required resources. Includes opportunities for DIRT, reflection and self-assessment.

A simple grid to provide feedback to students on a piece of work or work from several lessons. I use two highlighters - one for successes and another for next steps. How to use Change the topic title. Work out the success criteria for the work and fill in the successes section. Use the success criteria to create next steps criteria. Provide students with the marking and feedback grid as success criteria for the task or series of lessons. As students work have discussions with them on what they've achieved so far and what they could do to improve. At this stage I tend to highlight the successes and put an asterisk in the box of successes that they should try and do next. Mark the remainder of the work, highlighting successes in one colour and the 'next steps' in another. DIRT - give students an opportunity to complete the 'next steps' you've highlighted. I tend not to give out the merits or grade until DIRT has been undertaken. Students can use the marking and feedback grid to self and peer assess as well.