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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Disclaimer Leadership for the Common Core in Mathematics (CCLM^2)

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Presentation on theme: "Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Disclaimer Leadership for the Common Core in Mathematics (CCLM^2)"— Presentation transcript:

1 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

2 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Providing Students with Effective Feedback Common Core Leadership in Mathematics (CCLM)

3 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Assessment Strategies Refer back to your CCLM binder: Seven Strategies of Assessment for Learning Focus is on Feedback

4 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Formative Assessment: Dylan Wiliam University of London Emeritus Professor of Educational Assessment Known for his Work on Formative Assessment and Student Achievement

5 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Formative Assessment Take notes on important ideas from Dylan on Formative Assessment. You will engage in a collegial reflective conversation on the critical messages from Dylan Wiliam on Formative Assessment.

6 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Practicing Coaching Skills 1.Listening * autobiographical, solution, expert 2. Paraphrasing * clarifying, organizing, shifting 3. Probing/questioning * invitation, cognition, content

7 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Learning Target We are learning to give descriptive feedback based on the assessment blueprint and the evidence of student learning. Key question; What does this student need at this point in their learning?

8 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee What is Feedback? Research has shown that effective feedback is not a discrete practice, but an integral part of an instructional dialogue between teacher and student, (or between students, or between the student and him/herself). From Providing Students with Effective Feedback

9 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Feedback is Based on the Assessment Plan A Formative Assessment Plan (Blueprint) for a cohesive set of lessons: Learning Targets aligned to a Common Core Standard Type of Target (e.g., knowledge, reasoning, or skill) Description of Lesson Description of Assessment Aligned to Target (what data will you collect that shows evidence of student learning) Students Monitoring their Learning of the Mathematics in the Target

10 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee What Does Research Say? Feedback seems to work well in so many situations that it led researcher John Hattie (1992) to make the following comment after analyzing almost 8,000 studies: The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback. ~ Robert Marzano

11 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Characteristics of Effective Feedback 1.Directs attention to the intended learning 2.Occurs during learning 3.Addresses partial understanding 4.Supports student thinking; feedback does not do the thinking for the student 5.Provides the amount of advice a student can act on

12 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Effective Feedback Directs Attention to the Intended Learning Points out what the student has done well (success feedback) and gives specific information to guide improvement (intervention feedback). Look at intervention feedback on pgs. 58 and 59. Is the feedback a reminder, a suggestion, or a question?

13 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Effective Feedback Directs Attention to the Intended Learning Look at success feedback on pgs. 57 and 58. Does the feedback… 1)Identify work done correctly. 2)Describe a feature of quality that is present in the work. 3)Point out effective use of a strategy or process.

14 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Feedback and Self-Efficacy Fixed or Growth Mindset? Do students believe their intelligence is a fixed trait or something they can develop?

15 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Feedback Correlated to Fixed and Growth Mindsets All great teachers teach students how to reach the high standards. -Carol Dweck, Mindset Comments emphasizing learning goals have been repeatedly shown to lead to greater learning gains than comments emphasizing self-esteem. -Ames, 1992; Butler, 1998; Hattie & Timperley, 2007

16 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Feedback on Learning: Dylan Wiliam As you watch the video clip, Feedback on Learning, listen for the two types of feedback Dylan Wiliam describes: 1)Ego Involvement 2)Task Involvement In what ways do the concepts of ego and task involvement relate to fixed and growth mindset?

17 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee There is No Formula for Feedback Use your judgment. Feedback: Usually includes both success and intervention remarks Usually has a focus on targets but does not have to be limited to specific learning target Ask yourself, What does this student need at this point in their learning? Will the student understand the feedback? Can the student take action on the basis of the comment? Can feedback support partial understanding or is reteaching needed?

18 Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Learning Target We are learning to give descriptive feedback based on the assessment blueprint and the evidence of student learning. Key question; What does this student need at this point in their learning?


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