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Know role of and characteristics of effective feedback Be able to explain the connection between motivation and feedback.

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Presentation on theme: "Know role of and characteristics of effective feedback Be able to explain the connection between motivation and feedback."— Presentation transcript:

1 Know role of and characteristics of effective feedback Be able to explain the connection between motivation and feedback

2 Research Based Learning Cycle Draw out Initial Ideas about or Skill With the Learning Target Students surface their thinking about or skill level with the learning target using techniques like formative assessment probes, discussions, demonstrations, examples or performances. Teacher modifies/ adjusts lessons in response to student ideas. Reflect/ Make Sense Students and teacher think about and discuss their understanding or achievement of the learning target as evidenced in artifacts and reflect on their own learning (how their thinking or skills changed and what experiences changed their thinking or skills). Engage with Concept to Generate and Collect Evidence Related to the Learning Target (Activity) Students engage in appropriate activities such as small and large group discussions, lectures, modeling, problem solving, reading textbooks or other text resources, technology based demonstrations or simulations, observations, experiments, or practice. Students reflect on initial ideas or skills in light of evidence, think about and analyze information, discuss evidence and ideas with peers and teacher and provide and receive feedback. Assessment Success? Yes! Share the Learning Target (Concept or Skill) Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria? Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? How do I show that I have learned it? Where am I going? How do I close the gap? How do I close the gap? Where am I now? Generate Artifacts/ Evidence of Learning (Assessment) Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts. Teachers and students provide useful feedback based on clear success criteria. Next Concept Feedback Where am I now? Success? Not Yet! Classroom culture / Mindset

3 Gather How much have my students learned of what I have taught? Evaluate How many have got it ? Did enough of them get it so I can move on or do I need to slow down? React Do I re-teach to the entire class or assign a review to a few? How can I teach more effectively next time? Teaching FocusedLearning Focused Collect What and how are my students learning in relation to the learning goal? Interpret What are the strengths & problematic aspects of their thinking? What do they need next to deepen their learning? Act What learning experience, or feedback will address the needs I just identified?

4 Feedback as: Responding to individual student work Modifying instruction

5 Provided feedback on a product of student work Changed your instruction based on evidence of student thinking Discuss an example from last year when you:

6 Feedback as: Responding to individual student work Modifying instruction

7 Why feedback?

8 Effective feedback has an average effect size of Three questions: Where am I going? How am I going there? Where to next?

9 Read Brookhart article (15-20 min) As you read the article note ideas that surprise or interest you. Note examples of feedback in your content area to discuss with your colleagues.

10 25 What ideas surprised or interested you? How might these ideas impact your classroom practice?

11 Play Wiliams Feedback on Learning video expertspeakers/feedbackonlearningdylanwiliam.asp

12 Look over the sheet Assessing Feedback Strategies and Content Read Examples of Good Feedback and Examples of Bad Feedback Do you find your current classroom practice in either of those columns? Keep these examples in mind when we practice giving feedback on student work later on.

13 Feedback with Negative Consequences References permanent characteristics of the student, intelligence or talent Gives correctives (right or wrong) with no information about how to move the student forward

14 Mindset and Feedback What rows on the Assessing Feedback Strategies & Content sheet address mindset? What kind of feedback would a growth-mindset student need to move forward? What kind of feedback would a fixed-mindset student need to move into a growth mindset?

15 Now your turn... Take out your student work from yesterday. Practice writing feedback on the assigned sample: Keep your Assessing Feedback Strategies & Content sheet by your side as you do this. ELAPage C – Top ( Dorothea is a good fighter... ) MathPage D – ( I chose A because when the person... ) ScienceStudent B ( I think it has to do with... )

16 Feedback as: Responding to individual student work Modifying instruction (Feeding evidence of student learning back into your instruction)

17 Look again at your protocol for analyzing student work from yesterday. Finish answering the bottom question (underneath the table) Share your ideas with others in the same content area but in different schools.

18 Feedback as: Responding to individual student work Modifying instruction How are the processes of closing the feedback loop similar to or different from your typical practices?

19 Without feedback... Draw out Initial Ideas about or Skill With the Learning Target Students surface their thinking about or skill level with the learning target using techniques like formative assessment probes, discussions, demonstrations, examples or performances. Teacher modifies/ adjusts lessons in response to student ideas. Reflect/ Make Sense Students and teacher think about and discuss their understanding or achievement of the learning target as evidenced in artifacts and reflect on their own learning (how their thinking or skills changed and what experiences changed their thinking or skills). Engage with Concept to Generate and Collect Evidence Related to the Learning Target (Activity) Students engage in appropriate activities such as small and large group discussions, lectures, modeling, problem solving, reading textbooks or other text resources, technology based demonstrations or simulations, observations, experiments, or practice. Students reflect on initial ideas or skills in light of evidence, think about and analyze information, discuss evidence and ideas with peers and teacher and provide and receive feedback. Assessment Success? Yes! Share the Learning Target (Concept or Skill) Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria? Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? How do I show that I have learned it? Where am I going? How do I close the gap? How do I close the gap? Where am I now? Generate Artifacts/ Evidence of Learning (Assessment) Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts. Teachers and students provide useful feedback based on clear success criteria. Next Concept Where am I now? Success? Not Yet! Classroom culture / Mindset

20 Bookmark How can you use next year s PLC meetings to help you provide effective feedback to students, and modify your instruction based on evidence of student thinking? What messages does your principal need to hear to support you in this work?

21 Lunch discussion: What support do you need from your principal in order to make instructional changes in line with the new standards and practices?


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