by Katherine Parr,
Lead Teacher of Humanities
One of the main aims of the Lazy Teacher is to reduce workload. On our school agenda, workload reduction is at the forefront, and we want to make sure that staff are spending their time planning and making meaningful lessons rather than spending all their time marking. There are a few ways in which we can reduce the time marking and these are below:
Marking for presentation
Instead of marking at home and constantly writing the same thing - underline, make your handwriting neater etc, in Humanities we have starting using presentation stickers. During lessons, when students are getting on with their work, the teacher goes around the room and assesses presentation while the students are working. The appropriate smiley face is circled and, after a brief conversation, students must act on advice in purple pen. Even if only 6 books a lesson are marked, by the time the marking cycle comes around, all will have been marked for presentation.
Marking for assessment
Once all assessments have been marked, we provide feedback via assessment grids. These grids allow the students to reflect on their own performance while completing a WWW and EBI. This is also something that can be easily differentiated ( or example, the high ability students can have a blank grid that they need to complete themselves.) This is completed after the assessment and the students go through each question individually and find out in which areas they are strongest and weakest.
Marking Homework
Instead of setting homework on worksheets or in books- why not use some of the independent learning platforms that are available to you. For instance in science student take a test on doddle and it is marked instantly on the computer. PE use moodle and humanities use schoology. Why mark homework when something can do it for you?
Lead Teacher of Humanities
One of the main aims of the Lazy Teacher is to reduce workload. On our school agenda, workload reduction is at the forefront, and we want to make sure that staff are spending their time planning and making meaningful lessons rather than spending all their time marking. There are a few ways in which we can reduce the time marking and these are below:
Marking for presentation
Instead of marking at home and constantly writing the same thing - underline, make your handwriting neater etc, in Humanities we have starting using presentation stickers. During lessons, when students are getting on with their work, the teacher goes around the room and assesses presentation while the students are working. The appropriate smiley face is circled and, after a brief conversation, students must act on advice in purple pen. Even if only 6 books a lesson are marked, by the time the marking cycle comes around, all will have been marked for presentation.Marking for assessment
Once all assessments have been marked, we provide feedback via assessment grids. These grids allow the students to reflect on their own performance while completing a WWW and EBI. This is also something that can be easily differentiated ( or example, the high ability students can have a blank grid that they need to complete themselves.) This is completed after the assessment and the students go through each question individually and find out in which areas they are strongest and weakest.
Instead of setting homework on worksheets or in books- why not use some of the independent learning platforms that are available to you. For instance in science student take a test on doddle and it is marked instantly on the computer. PE use moodle and humanities use schoology. Why mark homework when something can do it for you?
Think about how you can reduce the workload in front of you, there are plenty of ways to do so - I myself have noticed that this year I have reduced marking by about 70% by following these ideas. And my books look as marked and as good as ever!
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