LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Learning to Use Descriptive Language When Giving Feedback Quality Feedback from Descriptive Notes

2 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Goals To understand the meaning of Quality Feedback To understand how to take Descriptive Notes -To consider the content and language of notes intended to be descriptive and non-evaluative in nature -To practice taking descriptive notes -To anticipate teacher concerns about such notes To understand how to mine the descriptive notes to give quality feedback to teachers observed To provide feedback that improves practice and builds community

3 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Key Considerations in Trust Respect-Conversations are marked by genuinely listening to what each person has to say and by taking these views into account in subsequent actions. Even when people disagree, individuals can still feel valued if others respect their opinions. Personal Regard represents another important criterion in determining how individuals discern trust. Such regard springs from the willingness of participants to extend themselves beyond the formal requirements of a job definition or a union contract. Competence in Core Role Responsibilities --School community members also want their interactions with others to produce desired outcomes. This attainment depends, in large measure, on others' role competence. Personal Integrity--Perceptions about personal integrity also shape individuals' discernment that trust exists. The first question that we ask is whether we can trust others to keep their word. Bryk, A. and Schneider, B. (2003). Trust in schools.

4 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 1: Quality Feedback from Descriptive Notes Significant Key Ideas Review pre-reading, IFL QF Quick Points, for key ideas. Identify key ideas and be prepared to share with the group.

5 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Significant to Text Select a key idea that strikes you as most significant to the text. If possible, think about how that idea relates to English Learners?

6 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Significant Key Idea Explanation of the significance to the text “ Feedback is considered formative when it is used by the learner to improve his/her practice. Feedback that is formative is quality feedback.” (page 1, paragraph 1). This statement makes an important point about when feedback is considered formative: namely, that it is necessary for the person receiving the feedback to use it for improvement of his or her practice. Giving feedback to a teacher requires that the person giving the feedback be well informed of the standard of practice and on how to reach that standard or to have access to that expertise. Principals and others providing feedback, therefore, must realize their responsibility in understanding the execution of the practices, rituals and routines so that the observation can be made with an informed eye and the feedback can reach the potential of being formative. If the person being observed does not use the feedback, it is not formative.

7 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Descriptive Notes Preparation to observe a teacher in a classroom includes: A conversation to set clear focus for the observation Understanding descriptive language and practice taking descriptive notes - Notes focus on what the teacher and students say and do, and the lesson plan and how it meets the student learning goals. - Notes should be descriptive and not evaluative.

8 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh What Makes Notes Evaluative? Judging what you see and hear (Even saying that something is “good” or “great” is an evaluation.) Suggesting that you are there to condone or dispute things the teacher is doing rather than being another set of eyes on student learning Implying that your opinion, rather than your assistance, is of value Putting the teacher in the position of trying to please you; cutting off the opportunity for real dialogue about the problems of teaching

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Evaluative Or Descriptive Descriptive Chart was made in advance Teacher said, “That’s wrong, you weren’t listening” Student could not read words tidal, lunar, oceanic, and eclipse in one paragraph Students rolled on floor and poked each other Two English Learners needed support with four of the 10 vocabulary words targeted for the lesson Evaluative Teacher was well prepared Teacher criticized student Text was too hard for student Students bored by task The work was too difficult for the English Learners

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 2. Quality Feedback from Descriptive Notes Practice Activity: Using Descriptive Language Evaluative Teacher asked a good question Students did not get enough wait time Worksheet was confusing for the students Students really understood the story; they were so engaged English Learners did not understand so they did not participate in the conversation Descriptive Option

11 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Practice Activity: Using Descriptive Language Evaluative Teacher asked a good question Students did not get enough wait time Worksheet was confusing for the students Students really understood the story; they were so engaged English Learners did not understand so they did not participate in the conversation Descriptive Option Why do you think three out of the four students cited evidence from the text? The students did not respond for the first few seconds; teacher gave the answer two times. Six students asked for additional direction to complete the worksheet. The three students who responded to the question, answered correctly. Three English Learners did not respond when asked the question directly.

12 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Norms for Collaborative Study Goal of all professional conversations: to advance our own learning, not “fix” the practice of others Facilitator chooses lens for study. Agree to read/watch through the designated lens. Cite specific examples from text or video. Build on others’ ideas. Use language that is respectful of those in video and in group.

13 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Before A Classroom Observation Prior to conducting an observation there is a conversation with the teachers(s) to have clear expectations. Set the goals for the observation. The goals can be converted to a question that is answered with evidence from the observation. Today, we are observing a class through video, thus the facilitator will select the focus. This lesson is engaging students in a rigorous reading comprehension lesson so the focus will be on finding evidence that the students are understanding the story. The question for this observation is: What did the students do and say that demonstrated understanding of The Wolf’s Chicken Stew? Evidence you gather from this observation must respond to this question.

14 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Evidence Sheet What do I see? What do I hear?I wonder…. Date___________________________ Teacher___________________________ Area of Focus______________________

15 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Taking Descriptive Notes As you watch this video put yourself in the role of someone who wants this teacher to be successful and provide feedback that will advance the practice. Take notes to capture what the teacher and students are doing and saying during the lesson. Discuss your notes with others at your table using the guiding questions on the task sheet. We will discuss your experience taking notes and problems that may arise from taking notes. 15

16 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Preparing for Video Study Before you view the videotape of the lesson and observe carefully for evidence, write the question the facilitator has selected for observation. Find the Evidence Sheets provided for note-taking on. Use them to write your observations of this classroom. Use the transcript as needed to follow the conversation. 16

17 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 3. Quality Feedback from Descriptive Notes Video Study, Part 1 Supporting Rigorous Reading Comprehension for English Learners The Wolf’s Chicken Stew by Keiko Kasza Teacher: Yvette Celorio Reyes Coach: Gloria Sullivan Wooldridge Elementary School Austin Independent School District Watch the videotape of the lesson and observe carefully for evidence that will respond to the question we have selected for observation. Find the Learning Walk ® Routine Evidence Sheets provided for note-taking on the left hand side of the folder. Use them to write your observations of this classroom. After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group. 17

18 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Wolf’s Chicken Stew Video

19 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh What were the challenges of taking descriptive notes?

20 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Challenges in Writing Descriptive Notes Influence of personal experience Influence of beliefs about instruction Influence of school expectations Previous knowledge about/relationship with students Personal relationship with teacher

21 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh What characterizes descriptive notes?

22 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Descriptive Recording Evidence Observe carefully Listen carefully Capture details Evaluative Recording Impressions React to what happens and is observed

23 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Transition to Task 4 Look at the evidence sheet you have. If you do not have one from Task 3, use the transcript of the video to find two observations to write on a new evidence sheet. Select two observations that respond to the question: What did the students do and say that demonstrated understanding of The Wolf’s Chicken Stew? Share the observations with a table partner. Ask your partner if what you wrote is descriptive or evaluative. Be prepared to give evidence for why you think it is descriptive or evaluative.

24 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 4. Quality Feedback from Descriptive Notes Video Study Part 2 2. Use the evidence sheets for descriptive note taking you used for Task 3. Study the evidence sheet you prepared and use the transcript for the video you observed to garner any evidence you may have missed. Select two observations from the evidence sheet that respond to question for the observation. 3. Write two noticings and one wondering using descriptive language. Use the space provided below to write your noticings and a wondering.

25 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Example of Noticing I noticed the teacher tapping into the student’s background when she asked, “Is there any type of soup your Mom makes that has a lot of stuff inside.”

26 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Example of Wondering I wonder how the students will continue to practice and learn the vocabulary from this story?

27 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 4. Quality Feedback from Descriptive Notes Video Study, Part 2 4. At your table, develop a t-chart that can be posted. Decide which two noticings and one wondering will be posted for the large group to see. Select those that you think are written in descriptive language. Put your names on the chart. 5. Take a gallery walk, Use post-it notes to leave a descriptive comment for any noticing or wondering you thought used descriptive language. 6. Return to your tables for a discussion of your experience.

28 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Reflection 1. What is quality feedback? 2. Why is it important to take descriptive notes when you are observing a teacher? 3. What did you find difficult about using descriptive language while taking notes? 4. What did you find difficult about turning your observations into noticings and wonderings?

29 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Bridge to Practice By ____________________, observe at least two classrooms where teachers are working with students on rigorous reading comprehension using and interactive read aloud approach. Collect evidence on the Evidence Sheets provided. Then, take two pieces of evidence and analyze them using the Evidence- Based Reasoning Protocol. Write two noticings and a wondering. Reflect in writing on the experience. What went well and was difficult. Draw on specific examples from observation to support your ideas. Be prepared to share your reflection with your colleagues on ___________________.