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Feedback “for” learning Feedback for Learning 7 Strategies Where am I going? 1.Provide and understandable vision of learning goals 2.Use examples and models.

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Presentation on theme: "Feedback “for” learning Feedback for Learning 7 Strategies Where am I going? 1.Provide and understandable vision of learning goals 2.Use examples and models."— Presentation transcript:

1 Feedback “for” learning Feedback for Learning 7 Strategies Where am I going? 1.Provide and understandable vision of learning goals 2.Use examples and models of strong and weak work Where am I now? 1.Offer regular descriptive feedback. 2.Teach students to self-assess and set goals How can I close the gap? 1.Design lessons to focus on one aspect of quality at a time. 2.Teach students focused revision. 3.Engage students in self-reflection, and let them keep track of and share their learning.

2 Feedback “for” learning Key for student improvement, they must have the capacity to monitor the quality of their work during the actual production; this means students: (Saddler) –Know what quality work looks like… know where they are going –Be able to objectively compare their work to a standard… know where they are now –Have a store of tactics to make work better… know how to close the gap

3 Feedback “for” learning Classroom assessment features that bring about large achievement gains : (Black and Wiliam 1998)  We need assessment that results in accurate information  Descriptive rather than evaluative feedback to students  Student involvement in assessment Accuracy + descriptive feedback + student involvement = achievement gains

4 Helping students understand what we mean by quality… Rubrics –Be explicit and public about criteria –Invest time to create a rubric to document student achievement –Conveys clearly the teacher’s intention and value; especially for processes and products outside of class –Determines how well the work is done Checklists –Help students in conjunction with rubrics –Determines if a students did something, not how well it is done Models –Cluster quality indicators –Use a range of work for student to see the criteria develop –Guiding students toward excellence

5 Self-assessment of explicit criteria… Rubric developmentWhat you currently do What you plan to do 1. Identify important criteria prior to developing a rubric or a checklist 2. I use a variety of exemplar work to help students elicit criteria for the top level of the rubric 3. I use contrasting work to help students discover the range of performance or quality found in the rubric 4. I show and assess models with the rubric as a class activity 5. I use exemplars to help student create a “what to do and what not to do” list

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7 feedback method …from R. Smith

8 Design Question #2 What will I do to help students interact with new knowledge?

9 1.Interact with new knowledge 2.Strategies for input of new information 3.Discussions, predictions, represent learning and reflect on their learning –Previewing, skimming, teacher notes, predictions, chunking, and linking to prior learning to make connections –Represent learning and reflection on process

10 EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE VOCABULARY INSTRUCTION 1.Effective vocabulary instruction does not rely on definitions. 2.Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3.Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4.Teaching word parts enhances students’ understanding of terms. 5.Different types of words require different types of instruction. 6.Students should discuss the terms they are learning. 7.Students should play with words. 8.Instruction should focus on terms that have a high probability of enhancing academic success.

11 Thinking games for warm-up or review challenge students and test competence in a learner friendly environment. Pyramid Game

12 Robert Marzano Art and Science of Teaching Motivation Classroom Mgmt Learning Goals 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Instruction Tracking Progress

13 Similarities and differences metaphor Formative assessment differentiation Declarative knowledge 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Strategies and skills Pre-test

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15 Summarizing and note taking are two of the most powerful skills students can acquire. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

16 Process Thinking Note Making Ideas Thoughts Connections Picture Note Taking Specific Detailed From the source Summary in own words NOTE TAKING

17 Thinking Strategies Used by Proficient Readers Graphic Organizers

18 Design Team Examples DQ#2 Input experiences Vocabulary Non-linguistic Previewing Chunking Graphic Organizers Student Reflection

19 Design Question #3 What will I do to help students practice and deepen understanding?

20 1.Deepen understanding of new knowledge 2.Examine similarities and differences 3.Errors in thinking 4.Academic notebooks and homework

21 In what ways are you providing…

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26 Analogy graphic organizer Thermometer is to temperature Relationship measures incremental changes As odometer is to distance

27 Analogy… Bone is to skeleton as word is to _____. Inch is to foot as millimeter is to _____. Rhythm is to music as ____ is to _____. Rhythm is to music as ____ is to skateboarding.

28 Which is it? 1.Faulty logic 2.Attacks 3.Weak reference 4.Misinformation Consider the following…what feedback might you offer the following 10 year old author, Kelly R.

29 How soccer balls are made A soccer ball is made to kick fast and straight. Soccer balls are usually made in China, India, or Pakistan. Soccer balls are synthetic materials. Synthetic materials are made from oil. A lot of soccer balls we use are made from kids that are forced to make them. Some Indian kids instead of going to school or playing are paid 5 cents an hour to sew the balls including the ones that say “child-labor free” See child-labor. »Written by 10 year old Kelly R.

30 Predictor of success… Success is in error recovery not error avoidance … resiliency is a predictor of success

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32 HOMEWORK Generalizations from the research: 1.The amount of homework assigned to students should be different from elementary to high school. 2.Parent involvement in homework should be kept to a minimum. 3.The purpose of homework should be identified and articulated. 4.If homework is assigned, is should be commented on.

33 When your child has worked hard but cannot complete the assignment in a reasonable time, and you are thinking about sitting down and helping her…….STOP. Get out a piece of paper and write the teacher a note…. Dear Ms. Curie, Sally has worked hard for one hour on this assignment and cannot complete it. I told her to stop and assured her that she had completed her homework for tonight. She doesn’t really understand how to read bar graphs yet so she can’t go on. Please let me know if there will be more instruction in class or if she needs to come in for extra help.

34 What’s the purpose of homework? Practice –Structured around familiar content –NOT Practice Makes Perfect but PERFECT Practice Makes Perfect. Preparation or Elaboration –Begin thinking about a concept before studying it in class –After studying, ask students to elaborate.

35 Format for homework that clarify purpose: Subject: ______________________________________ Due Date: ____________________________________ What I have to do tonight:______________________ _____________________________________________ Purpose of the assignment:______________________ _____________________________________________ What I have to already know or be able to do in order to complete the assignment: _____________________ ______________________________________________

36 Research Connection Involving students in assessment and increasing the amount of descriptive feedback while decreasing evaluative feedback, increases student learning significantly. Black and Wiliam, 1998

37 Design Question #4 What will I do to help students generate and test hypothesis?

38 Learning Goals for Design Question #4  Gain an understanding of the ways students make claims, support assertions with evidence and make hypothesis to promote higher order thinking  Review examples of purposeful and authentic problem solving lessons within your grade level and subject area promoting student decision making skills  Examine the rubrics, exemplars and models used to exemplify excellence in the problem solving learning process

39 What I think is true? What I actually observed? FRAMEWORK FOR NEW IDEAS Support claims Valid claims Qualifiers Assertions Evidence Common Beliefs Already known Confusion or contradictions Plausible contradictions

40 What I think is true? What I actually observed? Prediction Test Prediction See if it is accurate Actually happened? Come true? Has my thinking changed?

41 What I think is true? What I actually observed? Process 1.Goal: what are you looking for 2.Obstacle: what is in the way 3.Options: consider options and variables 4.Solution: action steps needed 5.Prediction: timeframe and feasibility 6.Change: possible outcomes


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