1. Feed-up, Feedback, and Feed-Forward
Nancy Frey, PhD
SDSU/HSHMC
PPT available at
Click “Resources”
Feed Up Back Forward Champaign

2. A Model for Success for All Students
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

3. The sudden release of responsibility
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

4. TEACHER RESPONSIBILITY
DIY School
TEACHER RESPONSIBILITY
(none)
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

5. Time for a Story
January 2006

6. A Model for Success for All Students
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
Formative Assessment
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

7. HOW LEARN Shifts in Thinking What am I going to teach?
What are the students going to do?
am I going to teach?
What are the students going to ?
LEARN

8. What shifts have you witnessed in the profession regarding instruction and assessment?
How have these shifts impacted your own practice?

9. Today’s Purposes Consider a formative assessment system that feeds
information up, back, and forward
Link formative assessment to quality instruction and standards-based grading
Examine leadership qualities necessary for this effort
Discuss these concepts with professional colleagues

10. Comparing Formative and Summative Assessments
Checking for understanding is a formative assessment.

11. Why? assessment practices
“…formative
assessment practices
greatly increased the achievement of low-performing students, in some cases to the point of approaching that of high-achieving students.”
Chappuis, 2009

12. How?
Formative assessments create a learning path for students to reach summative assessments, and increase achievement in standards-based grading systems.

13. Formative Assessment : Where is your school?
We understand it and we believe in it.
We’re working on it.
We’re getting better at it.
We’re ready to teach someone else.
What is it?

14. Build their sense of competence.
Want to motivate students?
Build their sense of competence.

15. Feed up: establishing purpose
Check for understanding: daily monitoring
Feedback: providing information about success and needs
Feed forward: using performance for “next steps” instruction and feeding this into an instructional model
Fisher & Frey, 2009, Hattie & Timperley, 2007

16. Establishing Purpose:
Feed Up
Establishing Purpose:
Why are we
doing this anyway?

17. A clear learning
target
establishes
criteria for
success

18. Two Components:
Language Purpose
Content Purpose

19. Student Accountability is Established Through Daily Purpose

20. What is the Student Accountability?
English
C: Describe how a character changes in a story.
L: Cite text evidence in your literature circle of the character’s change from the beginning of the story to this point.

21. What is the Student Accountability?
Mathematics
C: Determine reasonableness of a solution to a mathematical problem.
L: Use mathematical terms to explain why your answer is reasonable.

22. What is the Student Accountability?
Biology
C: Identify the phases in animal cell meiosis I and II.
L: Describe the similarities and differences between the two through illustration and words.

23. What is the Student Accountability?
History
C: Identify one contributing cause of the Revolutionary War.
L: Explain the cause to a peer and then summarize the cause in writing.

24. Purpose = Expectations

25. Targets defined through competencies and standards-based grading
“The trend of personalized learning has caught on nationwide, but the entire state of Oregon has been using a similar method—proficiency-based instruction—since 2002 when it gave districts the option to award credit for proficiency. To earn credit, students demonstrate what they know based on clear learning targets defined by state standards. Students have intervention time built into their school day to work on concepts in which they aren’t yet proficient. Once they master a concept, they move on.”

26. In one district, “17 percent more high school students met or exceeded standards on the math portion of the Oregon Assessment of Knowledge and Skills in than in , and 11 percent more met or exceeded standards on the reading and literature portion.”
District Administrator, May 2012,

27. Standards-based grading and competencies at HSHMC

28. Student Participants 8.5% Students with disabilities 4% with 504 plans
th graders
62% free/reduced lunch
15% from military families
44% Latino/Hispanic
22% Black
16% Asian
18% White
70% EL students
8.5% Students with disabilities
4% with 504 plans

29. …Math did.
We didn’t start the fire…

30. Standards-based grades derived only from competencies, not attendance, in-class assignments, or homework.
Students must pass all competencies with 70% or better.
< 70% = Incomplete; student has two weeks to clear it, before mandatory Academic Recovery.
RtI2 initiative, honors contracts now tied to this system.

31. Competencies for English 9/10 Semester 1
Content Measured
Assessment Format
Plagiarism, Citation, Referencing
Exam (multiple choice/short answer)
Summaries; literary response & analysis (9)
Literacy letters
Vocabulary development (9)
Exam (multiple choice)
Research Paper on Essential Question 1
Paper & Creative Component
Analyzing media, persuasive techniques
Literacy Letters
Persuasive Paper on Essential Question 2

32. Competencies for English 9/10 Semester 2
Content Measured
Assessment Format
Analyzing oral communication & speeches
Exam (multiple choice/short answer)
Summaries; literary response & analysis (9)
Literacy letters
Vocabulary development (9)
Exam (multiple choice)
Expository paper on EQ 3
Paper & Creative Component
Analysis of poetry
Delivering oral communication
Retelling & dramatic monologue
Literacy Letters
Autobiographical Paper on EQ 4

33. Weekly Incomplete List

34. “Everybody knows your business.”

35. Academic Recovery

36. Outcomes: Schoolwide
HSHMC outperformed state-identified similar schools by 11%.
Student achievement increased 4% on state achievement measures.
Independent auditor noted that,
“HSHMC outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)

37. Outcomes: Grade Point Averages
GPAs increased from 2.89 to 3.36, (t=12.58, df=742, p<.001).
The largest gains in GPA came from students living in poverty and students with disabilities.
For students living in poverty, average GPA increased from 2.26 to 3.12 (t=16.84, df=414, p<.001).
For students with disabilities, average GPA increased
from 1.30 to 3.02 (t=7.26, df=61, p<.0001).

38. Outcomes: Attendance
By the end of the two-year data collection period, attendance had increased from 90.4% to 95.6%.

39. What effects have you seen on student motivation and learning with standards-based grading? What ideas resonate with you?

40. Check for
Understanding:
What am
I learning?

41. How often do you do this? Everybody got that? Any questions?
Does that make sense?
OK?

42. Oral language
Questioning
Written language
Projects and performance
Tests
Common assessments and
consensus scoring

43. Check for understanding during the process, not just after it’s completed.

44. Using
Oral Language to
Check for Understanding

45. Original price of a microphone: $129. 99. The tax is 7%
Original price of a microphone: $ The tax is 7%. What is the total price you have to pay for this?

46. Wendy says…
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $ times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”

47. What does Wendy know? What doesn’t she know? What do you do next?
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $ times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”
What does Wendy know?
What doesn’t she know?
What do you do next?

48. Using
Questioning to
Check for Understanding

49. Progression of Text-Dependent Questions
Opinions, arguments,
intertextual connections
Inferences
Author’s purpose
Vocab and text structure
Key details
General understandings
Whole
Across texts
Entire text
Segments
Paragraph
Sentence
Word
Part
Source: Frey, N., & Fisher, D. (in press). Common Core State Standards in Literacy (Grades 9-12). Bloomington, IN: Solution Tree.

50. effective questioning techniques
Use
effective questioning techniques
with all types
Wait time (I & II)
Repeat their answers to solicit more information
Rephrase when the student is confused
Prepare key questions in advance
LISTEN

51. In what ways does this teacher check for understanding?
Tell participants what they will be listening for and watching for in advance of the video.

52. Checking for Understanding with Clickers
Video available at YouTube’s FisherandFrey Channel

53. In what ways does this teacher check for understanding?
Give participants time to discuss the video in small groups, then debrief.

54. Using
Writing to
Check for Understanding

55. Writing
GIST Summary
RAFT Writing
Crystal Ball
Writing Prompts

56. Generative Sentences
What are Comon Grammar Errors English Learners Make?
Given a word and conditions about the placement of the word, write a sentence
Forces attention to grammar and word meaning
Use student examples for editing

57. “Volcanoes” in the 4th Position

58. “Volcanoes” in the 4th Position

59. Try these . . . Word Position Length cell 3rd > 6
Have participants complete each of these.

60. Try these . . . Word Position Length cell 3rd > 6 Because 1st
< 10
Have participants complete each of these.

61. Try these . . . Word Position Length cell 3rd > 6 Because 1st
< 10
Constitution
last
= 10
Have participants complete each of these.

62. Expanding a Generative Sentence

63. Projects and Performances
Using
Projects and Performances to
Check for Understanding

64. This was the schoolwide essential question for 9 weeks.

65. In English, students chose a worthy cause and established a Facebook page with information about it. A goal was to get at least 20 people to “Like” it. This provided great feedback to students, especially when asked for more information. Students were able to continue to refine their pages based on what others were commenting on. This assignment was the creative component for the question. Students also wrote a formal essay in response to the question. The next slides are examples from this portion of the assignment.

69. This is an example of a checklist developed for a photoessay assignment in 9th grade English. Students met with the teacher throughout the assignment to discuss their progress. The checklist gave the teacher a quick overview of the status of the student’s progress, as well as feedback about what to do next.

70. The rubric for the assignment gave students further information about the quality indictaors for the assignment.

71. What methods do you find to be especially successful for checking for understanding?

72. Feedback
How am I doing?

74. “Feedback should cause thinking.”
Wiliam, 2011, p. 127

75. Make feedback useful Timely Specific Understandable Actionable
“Frog” instead of “frag” on paper

76. Feedback about the task
“You’re pointing to the right one.”
Most common type
Corrective feedback
Not useful without
additional information
“You’ll want a transition between
these two ideas in your paper.”
“Reread Section 3 of the text
because you have this one wrong.”

77. Feedback about the processing of the task Did you use the FOIL
method to solve that
problem?
It seems like a
prediction might
help here, right?
ｷ I see that you’re estimating and that’s working for you.
ｷ When I read this, I wondered if you remembered the descriptive words that you brainstormed.

78. Feedback about self-regulation
When you put your
head down, you
stopped listening
to your
group members.
I think you achieved
what you set out to
achieve, right?
ｷ Your contributions to the group really seemed to result in everyone understanding.
ｷ When you got out a paper and created a graphic organizer, you seemed to get back on track. Did that action help you?

79. of yourself because you
Feedback about the self as a person
You have great stamina
because I can see
You’ve been working
on this for several
minutes.
I bet you’re proud
of yourself because you
used that strategy
We’ve been
talking about, and it’s
working for you.

80. Reflection What do teachers need to know about feedback?
How do they act upon it?
How do your students receive feedback?
What do teachers need to know about feedback?

81. Feed forward
Where to next?

82. Feeding forward involves…
Using what students know, and do not know, to determine what happens next.

83. Work smarter not harder.

84. Know the difference between a mistake and an error..

85. Know the difference between a mistake and an error..
Factual errors
Procedural errors
Transformation errors
Misconceptions

86. Identify and catalog errors.

87. Recognize when errors are global, and when they are targeted.
Whole class
Small group
Individual

88. Algebra 2

89. English 10

90. World History

91. US History

92. A Protocol for Common Assessments
Step 1: Develop pacing guides
Step 2: Agree on instructional materials
Step 3: Administer common assessment
Step 4: Consensus scoring and item analysis
Step 5: Revise pacing guides, review assessments, reteach, form intervention groups

93. Item Analysis in Science
a) It gets its food from the soil.
Misconception
Does not understand that nutrients are manufactured internally by the plant.
b) It turns water and air into sugar.
Oversimplification
Understands that food is manufactured internally, but does not understand that water and the carbon dioxide (from the air) are used to make sugar and oxygen.
c) It has chlorophyll to produce food.
Overgeneralization
Does not understand that some parasitic plants do not contain chlorophyll.
d) It adds biomass through photosynthesis.
Correct answer

94. The Takeaway

95. Teamwork

96. How will you link this afternoon’s work with this process?
“Taking Formative Assessment School-wide”
Everyone: Introduction (p. 64)
Divide: Steps 1-4 (pp.64-66)
Half read “Genetics Knowledge”
Half read “Pursuing Mastery in History”
Everyone: Fruits of Precision Teaching (pp )
How will you link this afternoon’s work with this process?

97. questioning listening student A Shift in Planning
I used to do a lot of explaining I used to do a lot of talking I used to think about teaching the curriculum
I do a lot of I think about teaching the
but now…
questioning
but now…
listening
Quote from teacher
but now…
student

98. Quality Teaching through GRR
Competencies and Standards-based Grading for Targeted Learning
Feed-up, CfU, Feedback, Feed-forward

99. Thank you!
click on “Resources”