1. Educational Issues Children’s Issues
Class 11

2. TCB Today’s agenda: Presentations on Educational Topics
Feedback format
20 min presentations
Discussion
Feedback forms
Rubric / observation format for next week
Advocacy and Communication (from last week)
Copyright
What have we learned / What do we need?
How Difficult Can This Be? video

3. Feedback Effective feedback should:
be specific – both positive and critical
be descriptive, rather than evaluative
be offered as soon as possible after the event
offer alternatives or ask the learner to do so
look forward to the specific next steps to improve performance
encourage and plan for opportunities for the feedback to be used as soon as possible
involve the learner wherever possible, to improve the chance of feedback being understood and acted upon.
Sutton, R. (1998). School-wide Assessment. Improving Teaching and Learning. New Zealand Council for educational Research. Wellington NZ
Te Kete Ipurangi The Online Learning Centre. Ministry of Education, Wellington, New Zealand. Accessed Nov. 28,2006.

4. Quality feedback to learners:
focuses on the learning intention of the task
occurs as the students are doing the learning
provides information on how and why the student understands and misunderstands
provides strategies to help the student to improve
assists the student to understand the goals of the learning.

5. Feedback should be Specific Focused Concrete Action oriented Accurate
Clear
Honest
Positively Phrased

6. Evaluative Feedback Evaluative feedback:
involves a judgment by the teacher based on implicit or explicit norms.
promotes self-management and independence.
Most teacher feedback interactions are at the evaluative end of the continuum.
Examples of evaluative feedback:
“That’s a good essay.”
“You’ve done well.”

7. Descriptive feedback:
is task- and outcome-oriented.
focuses on identified learning outcomes and makes specific reference to the student’s achievement.
An example of descriptive feedback:
“That’s a good essay because you have covered the main points we discussed at the beginning. Now … which points do you think you could expand on?”

8. Qualities of good lessons
Content
cohesive
understandable
clear expectations
Accurate
“Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana
Accessed Nov. 21,2006

9. Qualities of good lessons
Classroom Environment
walls / lighting / seating / layout
technology
general atmosphere
“Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana
Accessed Nov. 21,2006

10. Qualities of good lessons
Teacher Qualities
preparedness
on-time
room ready
notes / lesson plan
presentation skills
introduction / presentation
pace / timing / clarity
participation / feedback
direction giving
“Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana
Accessed Nov. 21,2006

11. Qualities of good lessons
Instructional Qualities
student centered / active learning techniques
checking for understanding / reinforcement of ideas / application of material
“Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana
Accessed Nov. 21,2006

12. Ed Issue Paper Great content but…
Proofread for meaning, sentence structure, flow.
Put all papers through a spell and grammar check.
Re-post as professional documents.

13. Copyright Copyright Applies to Everyone
Copyright Information for Students

14. You have just been hired as the librarian for the Zahtzerflotz Middle School. Last year the ZMS library was destroyed by a flood. Now the facility is completely cleaned, restored and wired for wi-fi, but it is completely empty. The administration wants you to build a vibrant, integrated, collaborative library program. You have unlimited financial and administrative support to turn the Zahtzerflotz Middle School Library from Slumpy to SLMPY.
What will you do?

15. Zahtzerflotz