![alt text](/filestore/BlogImage/f0f392a8-0252-4084-ba23-3eb2d97edf50/9dd81517-239e-41cf-b97e-03649cb455f5LBQ3.5.18-1174.jpg "") Learning by Questions’ number one goal is to help pupils reach their full potential. But secondly, in support of that, we hope to help teachers. It’s January, and even the most enthusiastic workers find the return back to work, with the dark mornings and the jolt back to reality, a challenge. But for teachers, whose day-to-day life is already a struggle, January can be a tipping point. Or, as Michael Tidd wrote in his article [‘Cutting workload shouldn't mean shuffling work around’](https://www.tes.com/news/cutting-workload-shouldnt-mean-shuffling-work-around), “…it’s also when teachers who have had their fill, decide to start looking for other options.” Respected head teacher, Michael Tidd, also writes about his concern that, “changes made in the name of reducing workload, actually serve only to shunt it elsewhere.” He quotes the DfE study of workload from six years ago that found that the three biggest problems were planning, marking and data. He also mentions, “it often isn’t the DfE that is in control of workload: it’s school leaders.” But school leaders *are* juggling outside expectations. So how does a school leader deal with reducing the time it takes to plan, mark and deal with data? ## Reduce planning time Planning lessons can eat up huge chunks of time: deciding on the order in which you will tackle the curriculum; separating learning into manageable lessons; deciding on the learning objective and the hopeful outcomes; sourcing or creating your own quality resources. The latter all on its own can take hours. It’s helpful, therefore, to have a bank of resources to fall back on, especially ones that are truly reliable, that you know your pupils will benefit from. Learning by Questions can provide nearly 2,000 lesson tasks in maths, English and science that have all been written by experienced teachers, experts in their field. With such a large bank of resources, you can know that your planning for maths, English and science can be done with the click of a few buttons. ## Reduce marking time Feedback is key. But marking 30 books (or 90, depending on how many different subjects have been covered) each day is time consuming, and research is unclear about how helpful it actually is. However, instant feedback *has* been [proven to be beneficial](https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/feedback/#closeSignup). But even with that knowledge, how can one teacher, with the help of a TA if you’re lucky, get around every pupil with instant feedback every time a piece of work is completed? Learning by Questions provides personalised feedback after every question is answered. If the question is answered incorrectly, the pupil will be provided a hint or tip and they will have the chance to have another go. If answered correctly, the answer will be explained, helping to consolidate learning. With the exception of certain open-ended questions, the marking is done for you! The matrix dashboard provides teachers with the insight they need to intervene where it is really necessary. For the most part, pupils can work through the lesson on their own, taking ownership of their learning. The result being that teachers’ evenings are freed up and children benefit. ## Reduce the handling of data Assessing pupils work and ability, and providing a spreadsheet of numbers is not only time consuming, it is often a very surface level insight into a pupils’ real ability. It’s hard to see the journey a child has taken when you only have access to single digits. Learning by Questions, whilst not an assessment tool, does have the capability to store results from completed Question Sets. If someone wants to see a child’s learning journey, LbQ has the ability to show which areas of the curriculum they have struggled with, which questions they got wrong, which ones they then got right after feedback, and which ones they got right first time. You can even delve deep into their misconceptions by seeing what answers they provided. LbQ was never designed as a method of ‘checking up’ on teaching, but it can give teachers and senior leaders an idea of where the gaps are. [Baroness Estelle Morris, former Secretary of State for Education, summed up how Learning by Questions can help teachers](https://www.youtube.com/watch?v=XvIIUJOLlc8/), and the issue of workloads, “…the trick is to do something that is good for the kids that reduces teacher workload as well. The thing about this (LbQ), it’s not about teacher workload, but teacher workload is a really, really, really important bi-product of what it does.” “It enables teachers to (…) be more effective at what they do, therefore they save time not doing what is ineffective, and that’s the key.” If you would like to know more about how Learning by Questions could help your school “stop doing things”, contact [info@lbq.org](mailto:info@lbq.org)