The Green Pen Method: A New Way To Provide Feedback On Student Work

The debate around the use of red pens in marking

What colour pen have one been using to mark their kids' work every time one have done so so far? I'm guessing it was a bright colour like red? The usage of red pens by instructors has been the subject of a great deal of debate, with many differing viewpoints. When students get criticism, they are often embarrassed and humiliated, and they have bad impressions of the professors who offer it to them (Office for National Statistics, 2020). As a consequence, pupils may grow disinterested or demotivated in their studies. Because there is no definite solution, let's have a look at the Green Pen Method, which was developed by Tatyana Ivanko and focuses on highlighting just the elements of a work that have been finished properly or have been completed in a timely manner.

• It encourages the development of beneficial habits and routines. Students will begin to associate green remarks with positive reinforcement, and they will be motivated to achieve success in the future(Santander, 2021).
• It helps people feel more confident. Students will feel more self-assured and will have a more positive attitude about their accomplishments.
• It promotes the process of self-evaluation. By method accurate instances in green, one are automatically directing attention to model illustrations. In order to differentiate instruction and challenge students to remedy faults while looking at samples of well-done work or talking with others to obtain model examples, this might be utilised as a beginning point(He & Morrison, 2020). When we use a red pen, there is no discernible difference between where to seek for excellent examples and where not to look.

A teacher may underline one line of text and write "C" in the margin (in red pen) during a piece of written work in Geography if a student has not used a capital letter for a place name. The student must then figure out where the capital letter error has occurred and improve his or her work as a result of the correction (Habermas, 2015). This is the stage at which students, in collaboration with the instructor, take action to improve their own work. Each student will be given time to consider input from a teacher and then use a green pen to make revisions to certain elements of their work. With the help of the teacher's grading code, students will try to detect faults in literacy and numeracy. Their response to the grading code will then be to improve their own piece of work in response to it. Pupils will also utilise a GREEN PEN to redraft, expand, or polish portions of written work across all subject areas, including English (Dries, 2013). In reaction to "Close the Gap" grading or in response to instructor expectations for progress contained inside exercise books, this may occur.

For some reason, it's difficult for me to imagine using ink in any colour other than black, though I have experimented with other colours on occasion. I've experimented with blue-black ink, blue ink, and even a deep reddish-brown ink—but black ink on white paper, after all, seems to me to be the essence of what ink is all about (The Telegraph, 2020).

When someone emailed me an article clipped out of my local newspaper some years ago, I realised there was more to ink and pens than I had previously realised (Morris, 2020). It was at that point that I found that the colour of ink we use has a psychological component to it, something I had not before realised. Not only that, but I also discovered that the pen I used to write with may have had an impact on my chances of achieving success in life (Wright & Poon, 2008).  

At any institution, what does green pen method look like is up for debate.

1. Students sign their own work using a green pen.
2. Teachers make a red mark on the board.
3. Students utilise the green pen to enhance and raise the overall quality of their work.
4. Students examine their own work and identify mistakes as well as possibilities for improvement.
5. Green pen method encourages students to take charge of their own learning and move it ahead.

As we begin a new school year, we begin with a fresh set of school supplies in hand. We have brand new binders, a brand new planner, and all of the brightly coloured pens a student could ever want or need. There is, however, one pen that is superior to all other pens in terms of quality (White & Gorard, 2017). Despite the fact that this pen is used for anything and everything, and most students wouldn't give it much thought when choosing their preferred pen, it is possible that there is more significance to the kind of pen one use. When it comes to characterising a pen, there are a plethora of elements to consider. The colour of the ink, the thickness of it, and whether it is a ball point or a felt tip pen are all important considerations. All of these characteristics might truly reveal a great deal about a person's personality (Wolf & Alwan, 2019).

The alternative approach: The Green Pen Method

Let's talk about the colour of one's pen for a moment. One may learn more about their pen's hues by reading this article, which examines the colours of their pen. To give one a quick synopsis, here's what they came up with: Blue ink is used for the following purposes: It has been discovered that if one like blue ink, and a person who is sympathetic, pleasant, and warm, and who has an outgoing personality (Kendall, 2015). If one work in a field that benefits others, such as healthcare or charity, one is more likely to get noticed. Black ink: Individual would assume that there isn't much to say about a person who uses black ink since it is simply the most basic pen colour, but studies have shown that there are certain distinct qualities to look out for. If individual like to write with a black pen, individual are thought to be a more assertive individual who prefers to be in command of his or her own destiny (White & Gorard, 2017). It is possible for individual to be a bit uptight and conservative when it comes to expressing themselves emotionally, but individual are a rational thinker, and their profession is typically associated with some kind of authority.

Red ink: Using red ink might convey the idea that individual like being the centre of attention. Individual are a high-energy, emotionally intense individual who enjoys being in the spotlight. The fact that individual are creative might lead individual to try new things. Individual aren't scared to express their feelings, and individual enjoy the physical aspects of their life as well (Carberry & Cross, 2015). If individual are unsure about which ink colour individual like, or which one of these characters best describes individual, individual may do this questionnaire to find out more about themselves. To summarise, the colour of their pen may reveal a great deal about the personality and style. The physics behind it leads me to assume that our subconscious minds have a say in which pen we choose to use as our preferred writing instrument (Küçük, et al., 2021). Think about what type of personality one want to have on any given day the next time one take a pen out of the bag and pick it up.

• Growing students' growth mind-sets may be shown via green pen method, which is a constructive way to growing students' tenacity and resilience(Lucalam Pariello, 2021).
• Green pen method is utilised in practise books across all subject areas to assist raise standards across the curriculum, and it is also used in textbooks.
• Students are given the opportunity to improve their own talents via the usage of this technique which is constantly used across the school by all personnel(Lumen, 2019).
• A focus on skills has been identified as one of the "five non-negotiables" for successful learning and teaching, which has been unanimously agreed upon.

Vocabulary, as well as understanding of grammatical forms, is amongst the most dependable measures of educational achievement and is at the heart of most school curriculum. The expansion of a person's vocabulary is also vital for the success of syntactic & morphological skills. When it comes to academic abilities, children's literacy is one area in which language knowledge may have a special impact (Nextgenscience, 2021). Individual differences throughout vocabulary knowledge among kids are thought to explain individual impact on reading precision and reasoning skills; nevertheless, whereas the relationship among vocabulary as well as word-level reading speed is influenced by phonemic abilities, the connection between vocabulary as well as metrics of text instruction is assumed to be straightforward (Macartney, 2016). Additionally, the functioning of the Matthew effects is likely to be a significant component in understanding the broader impact of low vocabulary on educational achievement levels.

How the Green Pen Method works

The findings of Shaywitz et al. (1995), who followed the progress of a longitudinal cohort of children through the school years, showed that poor readers had a decline in IQ, and Stothard et al. (1998) discovered that children with persistent language problems showed declines in vocabulary knowledge relative to their age. This collection of studies provides a compelling argument for the introduction of intervention programmes to increase vocabulary in individualngsters who have limited language abilities. These programmes must lead in not only better language competency, and yet also increased literacy development and, in certain cases, improved word-level reading abilities. Individual variations in language knowledge are only moderately influenced by genetics, according to findings from behaviour genetic research, but large shared environmental factors are seen (Damm, 2021).

It is probable that by changing the language-learning setting of children with poor vocabulary, their vocabulary may increase significantly. Language proficiency tests are often classified as either receptive or expressive, depending on how they measure vocabulary knowledge (Gabrielli & Baghi, 2016). Some receptive assessments use multiple choices activities to test phonemic awareness meaning, wherein the child hears a word as well as need to choose the picture or phrase that most properly depicts the definition of the word from such a selection of available possibilities. A kid is required to identify images of things or to offer vocal meanings for words in expressive exams, which are commonly divided into two categories.

Without a doubt, the various assessments demand the youngster to recall varying amounts of information regarding the meaning of the words. It could be claimed that delivering a proper meaning of a word needs a more specific picture of that term's significance than a receptive test, in which the appropriate representation could be determined based towards less well-specified knowledge and even by rejecting other representations (Huaru, 2017). What this research looks at is the topic of how to most effectively educate kids on new language when they already have a limited vocabulary. To determine the effectiveness of two distinct types of vocabulary instruction, the current research used the definition Green Pen Method and a context approach. By listening to the meaning of new words and writing them down, the definition Green Pen Method helps the youngster learn new words and write them down. Nevertheless, there is a limitation to how many words could be learned in this method, thus an alternative technique is to learn new concepts from a spoken as well as printed context rather (Largent, 2016). A child may acquire new words and meanings from contextual clues through their own, but they can been taught to derive the definition of an unfamiliar word; moreover, the child can be taught a strategy to aid them in deciding the word meanings. Accidental learning leads to minor but significant increases in vocabulary knowledge.

Children of all abilities may benefit from incidental learning, but those who already have a strong foundation in vocabulary gain the most. When it pertains to inferring interpretations from context, studies have found that children with insufficient previous vocabulary learning are even less able to ascertain interpretations from sense than kids with good language abilities (Kendall, 2015). While educating kids to extract making inferences using the Green Pen Method, teaching tactics should highlight the usage of pieces of information from the environment to infer interpretations of keywords. Alternatives, antonyms, and explanatory cues that describe an aspect of the word literally are all instances of clues (Mello, 2015). When contrasted to the defined Green Pen Method, which depends on children getting supplied with the definitions of new words, the Green Pen Method teaching a technique for contextual investigation leads in the formation of an "independent teaching device."

The potential impact on student motivation and engagement

A customized variation of a technique called as semantic projection was used in the situationally pen method training scheme. Semantic visualise method for increasing vocabulary learning. The target word is displayed throughout the centre of the map, having related words placed in boxes surrounding it. The theory underlying the use of semantic networks to educate word definitions is predicated on the presumption that people retain information about terms throughout the form of computational models. As per semantic theoretical approaches, the intended meaning is defined by its location in a system of other interpretations (Krishnan & Scullion, 2017). Originally, it was thought that the relationships between words were hierarchical. Later versions of the idea changed the nature of the linkages from being essentially hierarchical to being more variable in strength and distance. In the present study, the targeted word's interpretation was determined to be "the sum" of the definitions of the other terms utilised as descriptive cues. This kind of semantic mapping differs from previous studies in that the related terms were selected because their meanings are similar to the target term and not because they represent knowledge of the target phrase (Neff, 2009). The target word denoted a complex issue, while the other phrases represented simpler topics that the children were more expected to be acquainted with. If meanings that help in text instruction are represented within semantic networks, semantically mapping must be an effective means of teaching word definitions which aid with reading comprehension.

There are a lot of plausible factors for why the contextual Green Pen Approach is more successful than the terms method, as per some (Gabrielli & Baghi, 2016). The first is that viewing the word in a textual context offered additional information that permitted the building of a very well description of knowledge. The importance of semantic mapping throughout the process of constructing a semantic information is really debatable. As per semantics network theory, the unsubtle semantic mapping might well have contributed in the insertion of the additional representation of knowledge within the system (Largent, 2016).

The second hypothesis would be that the contextual Green Pen Technique was more participative as well as the learners were more interested with the topic, resulting in better knowledge than the concepts green pen technique, which remained far more academic (Gabrielli & Baghi, 2016). The third hypothesis seems to be that the knowledge about word meaning was presented in a more understandable approach in the framework of the Green Pen Method. It should be highlighted that these hypotheses don't have to become completely exclusive (Lumen, 2019).  Despite this, the study demonstrates that the youngsters in the contextual group made significant use of the approach that was offered to them. Moreover, they have been able to deduce and express substantially more interpretations from contextual clues than others in the standards group at both the pre- to post tests, for both nouns a well as verbs.

As previously stated, there was no training provided to the definitions group, therefore the two groups were equally matched in terms of beginning vocabulary knowledge. The distinction at the post-test gives an insight into the effect that training in this method may have on generating ability amongst children who have little vocabulary knowledge, as shown in this study (Maier, et al., 2015). It is acknowledged, nevertheless, that that might not be a true measure of the children's capacity to utilise the strategy in the ordinary course of their studying in all situations. The presence of inadequate descriptive information throughout close vicinity to the target word in naturally occurring texts may prevent the procedure from being as effective as it was here, even though the training as well as transfer components were explicitly designed for this reason (Damm, 2021). According to a similar vein, the youngsters in the contextual group used their newly acquired information on their own as during transfer exam, although it is uncertain if they would remember to apply the method under other conditions in the future (Mello, 2015). Many of the youngsters who took the second post-test said that they had been using the method and that it had assisted them in 'working out' the meanings of words in natural, comforting settings. This was an optimistic indicator.

The psychology of pen colours

Because both programmes were taught by the same researcher, this study may have had certain limitations that were potentially significant. Students having the same instructor may assist to control for variability among different professors in certain respects, but it also raises the topic of possible experimenter bias, which must be considered. However, it should be noted that both programmes have been taught with the same fervour in which both were meant to be beneficial to the students who took part in them, as should be stressed (Damm, 2021). The small sample size as well as absence of an untreated group are other potential limitations, however small sample sizes throughout intervention programs which exploit children who are experiencing difficulties are not unusual in the field. To summarise, the data demonstrate that the context green pen approach outperforms the standard green pen method when it comes to increasing vocabulary knowledge and improving understanding of the text in youngsters who do have weak vocabulary understanding. Green Pen Method training in a small group setting has been shown to be effective after just 6 hours of instruction (Dries, 2013).

Being a self-teaching approach, as shown by a significant transfer impact, seems to have the potential to keep improving vocabulary knowledge as well as reading comprehension skills again after green pen method training has been discontinued, which is advantageous. The context Green Pen Method proposed here might also be used to oral work in circumstances when youngsters are unable to read the sections that include the context clues, which is an essential point to keep in mind (He & Morrison, 2020). Each meaning must be taught explicitly using the definition Green Pen Method, making the green pen method both time-consuming and expensive to implement (Macartney, 2016). In light of the above, the context green pen approach is highly recommended for usage in schools with students who need further assistance in expanding their vocabulary knowledge and comprehension abilities.

Constructionism does not have a cohesive viewpoint, which makes it difficult to provide interpretations to school professionals for their students (The Telegraph, 2020). In it, one will find a variety of theoretical perspectives and classroom suggestions in a variety of subject areas and special education settings. Constructivist approaches, on the other hand, are united by two fundamental beliefs (Manuti, et al., 2015). One advantage of active learning is that learners actively develop their own knowledge rather than receiving prefabricated information from others (Sung & Choi, 2013). In addition, in order to reach this aim, significant changes in curricular emphases, classroom interactions, and classroom dynamics are required (Schlechty, 1990). The constructivist movement now has four primary views that advocate a variety of Green Pen Method for classroom use. These perspectives are as follows:

The multiple reconstructions of an individual's thinking that occur throughout the formation of logical reasoning are at the heart of Jean Piaget's theory of development. It is the learner's manipulation of things as well as his or her identification of conflict between his or her perceptions and the facts that results in these reconstructions (Vieira & Martins, 2019). Thus, the student eventually abandons erroneous patterns of rational, such as the belief that there are more sparrows than birds in the woods, as the learning process proceeds. Many of the individual's reorganisations are important because they progressively lead to the capacity to build and evaluate hypotheses in multifactor settings, which is critical for success in science. According to Piaget (1973), schooling should incorporate spontaneous student exploration, both independently and collaboratively, as part of the curriculum. It is possible to improve objectivity in thinking through participating in group circumstances in which one's opinions are questioned and must be defended.

Exploring the personalities associated with different pen colours

According to Lave (1991), there is no need for didactic structure since there is no distinction between intracranial and extracranial parts of human cognition in the first place. Knowledge, on the other hand, is found through the interactions between skilled practitioners and newcomers. Apprenticeships with Mayan midwives and West African tailors are just a few of examples from today's culture. According to Lave (1991), this restructure has the potential to address a significant issue associated with capitalism—namely, the absence of opportunity for people to build deep knowing expertise and identities of mastery (Waeobut & Boonyahotara, 2019). In the classroom, a "community of practise" is comprised of students who are new to both the subject matter and the inquiry procedures, which is partly due to practical considerations. Students engage in small-group and whole-class interactions in select settings. In one science classroom, students were split into "research groups," each of which generated green pen method teaching materials and exam questions on a certain subtopic using the green pen method.

A range of methods were used by students to engage in research sessions, including writing using classroom laptops, doing investigation and use other mediums, and interacting with the teacher via editing documents or other activities (Santander, 2021). Students were then allocated to teach everyone else about their subject material once their groups were reformed. All of these types of engagement are consistent with the idea of learning in social constructivism. Learning is not limited to the confines of an individual's intellect. Learning, on the other hand, is considered as being spread among the participants (Damm, 2021). For example, in a student-teaching-student arrangement, "students and instructors both have 'ownership' of various sorts of expertise—no one possesses it altogether," according to the authors.

Constructivist Approaches are closely related to as previously said, constructivism may be divided into various sub-categories, each of which has its own set of aims and interests. Furthermore, instructors may not have a clear understanding of the distinctions between constructivism and other schools of thought (Gabrielli & Baghi, 2016). Therefore, school psychologist advisers as well as interventionists must really gather information from educators and school personnel about any activities they want to undertake and the goals they have towards their students within the classroom. In this way, the consultant may establish which of the four main categories the teacher's plan most closely matches and can be on the lookout for some of the possible classroom challenges that can occur. Teacher incompetence is a possible issue since they may not be aware of the considerable resources and other needs that are required for effective implementation.

Students who are used to teacher-directed education, for example, may find it difficult to transition to intelligent classroom dialogue on their own. It has been emphasised by Lampert that instructors must devote time to teaching pupils the necessary speech norms for questioning other students' viewpoints and suggesting alternatives while using the Green Pen Method (Yahiaoui, et al., 2016). In a similar vein, many constructivist schools expect students to be self-aware and self-directed throughout their learning experience. Teachers may be ignorant of this necessity, and they may require support in devising strategies to encourage students' attitudes and skills to begin their own learning as well as to maintain rigorous intellectual dedication and tenacity over the long term (Carberry & Cross, 2015). When it comes to raising student effort, school psychologists may provide suggestions based on their understanding of evidence-based successful instructional practises such as increasing learner involved time and choosing assignments where a large number of students might achieve great things.

The importance of vocabulary development in academic achievement

As a side benefit, they can facilitate the achievement of motivational strategies such as motivating kids to attribute inability to a dearth of effort or unproductive instructional methods, emphasising learning objectives rather than performance objectives, and increasing the perceived importance of responsibilities for students (Largent, 2016). The need of setting clear, short-term targets as well as the importance of student’s self of cognitive abilities and academic achievement may also be emphasised by these individuals in their speeches. Aiding teachers in reorganising sometimes subtle, inadvertent classroom settings in order to increase reward for desired behaviours, such as student initiative towards learning and self-evaluation, may also be advantageous.

Conclusion

The main objective of holistic methods is for students to take responsibility for the learning process and its consequences. Basic assumptions are that children learn best when they are in charge of their own learning and are aware that they are in control of their learning. Holists value this level of control because they believe that each student contributes his or her own personal and social histories, experiences, and interpretations to each new learning environment. Because the learner's viewpoint effects comprehension, the learner's route to optimum learning is also influenced. Related to this notion, proponents of whole language theory contend that meaning is found in the interaction between the reader and the text rather than in the print itself. Whole language proponents say that teaching arbitrary standards, such as conventional spelling, using the Green Pen Method may help students acquire more control over their learning. As an alternative, learners should be provided with opportunity to go through their unique discovery process from "innovation to convention”. As a means of encouraging student control, holistic proponents emphasise building on students' strengths and interests. When writing a book report, for example, Poplin stated that students should be allowed to describe their own fresh ideas or favourite characters, rather than just reporting basic material. In addition, Poplin claimed that passion is a crucial factor for learning in the framework of holistic thinking. Students should be given the opportunity to communicate "who they are and where they are headed" by their teachers. Using this technique, focusing on the goals that students themselves want to achieve allows teachers to take advantage of students' natural desire to learn about topics that are relevant to their own interests.

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