Author Archives: Sue Daley-Yates

A bit out of date now, but feel I need to add this post, written a couple of weeks ago. Where does the time go ? Cliché I know, but true nevertheless. So why am I making excuses ? Well, … Continue reading →

Gaps in my knowledge I trained as a dyslexia support teacher some time ago, qualifying in 1998. My training seemed to be focused on dyslexia as a learning difficulty, barriers to language acquisition and effective intervention. However, over the years … Continue reading →

Tuesday 9.45 I met with Lyn Tett my main supervisor yesterday. We got on well and I found the discussion and Lyn’s advice very helpful. Both Lyn and Lisa Russell , my second supervisor, have been very welcoming and encouraging. … Continue reading →

Have just enrolled to a PhD at my university. Several reasons – had considered updating my knowledge on dyslexia and getting to grips with the theoretical foundations for the condition as this is an area I feel confused about, but … Continue reading →

Long Overdue Update Trying to analyse the results from my development project raises more questions (which is clearly a positive aspect of the research) but presents issues with completing the write up. Someone once said that ‘research is a messy … Continue reading →

I came on a writing retreat this week as I hoped it would allow me time and space to take stock of the Development Project so far and support reflection. The Mirfield Centre is a beautiful place (http://www.mirfieldcentre.org.uk/) and the … Continue reading →

The Plot So Far This blog was intended to provide a space to reflect on using GradeMark for online formative feedback – the project I’m working on for my MSc in Elearning. Of course, as a ‘lone practitioner’, (the only … Continue reading →

My last post was entitled: Post Script or is it…? Well, no, it isn’t; hence this new post. I am now starting my final module on the MSc course: Researching the Development Project and I have decided to revisit GradeMark … Continue reading →

Onwards and Upwards I drew attention to the advantages and disadvantages of using GradeMark for formative feedback in my last post. On reflection, I do think I will be attempting to offer formative feedback using GradeMark in the next academic … Continue reading →

Advantages of using GradeMark for giving formative feedback; see video below:   Thus, the main benefits seem to be: saves time (although the tutor needs to spend some time learning how to use the technology and setting up the ‘system’ … Continue reading →