1. Making Time for Feedback
Douglas Fisher
YouTube channel: fisherandfrey

2. The teacher needed to… Establish learning goals
Check for understanding
Provide feedback
Align future instruction with student performance

3. In other words, the teacher needed a formative assessment system

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

5. Tip 1: Formative Assessment Begins With High Quality Instruction

6. TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works

7. Tip 2:
Reach agreements
on quality

9. Tip 3:
Make Sure the Learner Knows What is Expected and How Knowledge Will be Demonstrated

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

11. Check for
Understanding

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

13. Making feedback useful
Timely
Specific
Understandable
Actionable
“Frog” instead of “frag” on paper

14. Tip 4:
Catalog the errors that students make

18. Tip 5: Organize instruction based on patterns (“feed-forward”)

19. TEACHER RESPONSIBILITY
“I do it”
Purpose and Modeling
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works