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

Classroom culture / Mindset Research Based Learning Cycle 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? 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. Where am I now? 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. During this session, we’re going to focus on the feedback loops that are inherent in different aspects of the research based learning cycle. How do I close the gap? 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. Where am I now? Feedback 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). How do I close the gap? Success? Yes! Success? Not Yet! Assessment Classroom culture / Mindset Next Concept

Teaching Focused Learning Focused Collect 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? 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? And we’re going to think about the last part of the formative assessment cycle as described by Jim Minstrell. Instead of reacting to the information we gather when we analyze student work, we want to think more deliberately about how we can ACT. What learning experience or feedback will address the needs identified through an analysis of student work?

Feedback as: Responding to individual student work Modifying instruction We can think of feedback in two very different ways. Responding to individual student work Modifying instruction

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

Feedback as: Responding to individual student work Modifying instruction Feedback as: Responding to individual student work Modifying instruction

Why feedback? Research says…

Effective feedback has an average effect size of 0.75. Three questions: Where am I going? How am I going there? Where to next? Part of engaging students in a different way may be very related to this idea expressed by John Hattie. The most powerful way of thinking about a teacher’s role is for teachers to see themselves as evaluators of their effects on students. It’s about the LEARNING... If we’re going to become evaluators of our effects on students, we’re going to need to collect useful data on a more regular basis. Once you start collecting data on a more regular basis- bring it to your PLC and have your colleagues help you look for patterns and think about next steps. More on that this afternoon.

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. 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.

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

Play Wiliam’s Feedback on Learning video http://www.journeytoexcellence.org.uk/videos/ expertspeakers/feedbackonlearningdylanwiliam.asp Show Wiliam’s video clip: Feedback on Learning from this link: http://www.journeytoexcellence.org.uk/videos/expertspe akers/feedbackonlearningdylanwiliam.asp

Look over the sheet Assessing Feedback Strategies and Content Let’s take a look at a tool that will generate some ideas about good and bad feedback, created by our freind Karen Lippy from Olympic ESD, using Brookhart’s ideas. 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.

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

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? 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?

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. 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. ELA Page C – Top (“Dorothea is a good fighter. . .”) Math Page D – (“I chose A because when the person. . .”) Science Student B (“I think it has to do with. . .”)

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

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. 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.

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? How are the processes of closing the feedback loop similar to or different from your typical practices?

Classroom culture / Mindset Without feedback. . . 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? 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. Where am I now? 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. How do I close the gap? 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. Where am I now? 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). How do I close the gap? Success? Yes! Success? Not Yet! Assessment Classroom culture / Mindset Next Concept

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? 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? What messages does your principal need to hear to support you in this work?

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