Are Numbers Enough? Classroom Information and Feedback

Outcomes Participants will: –revisit the Six Essentials: Student Work and Data and Responsive Instruction –examine ways to engage students in instructional partnerships. –identify the types of classroom information and feedback necessary to assess, communicate, and provide interventions for student learning. –understand the importance of data walls at the classroom level.

Essential: Student Work and Data Teachers help students set goals, monitor, and share progress toward individual learning outcomes based on data. Teachers know the value and purpose of various kinds of assessments. Teachers use the RxNet to track patterns in their students’ performance and modify their instruction. Current student work is visible and celebrated.

Essential: Responsive Instruction Students can explain what they are learning and why and how it connects to what they have already learned. They are able to talk about the quality of their work and what they must do to improve it. Classroom walls display current student work reflecting the content they are studying, standards for exemplary work, posted learning objectives, daily schedule, and class rules. Teachers use research-based and best practices throughout the lesson as they check for understanding and re-teach concepts to provide in-class interventions when students don’t learn.

Classroom Climate Shift Traditional Classroom Climate to Assessment-informed Classroom Climate Learning Expectations Role of Classroom Assessment Responsibility For Learning

Setting the Stage Classroom Climate Guidelines Teachers inform students of the ground rules that everyone (students and the teacher) will follow. Guidelines will vary depending on the ages of students involved and the teachers own procedural preferences Example

Seek Trust Constantly and Nurture it Seriously Students need to believe the teacher is invested in having all students succeed. Students need to believe the teacher is using formative assessment’s test results exclusively for improved student learning. Students need to believe the teacher is genuinely seeking their collaboration in assuming responsibility for their own learning.

Model and Reinforce Appropriate Conduct Teachers need to explain and model the kinds of collaborative focus behavior to show students how to conduct themselves. –Role-play scenarios Teachers are attentive to the interpersonal and individual behaviors of their students.

Solicit Students’ Advice on Classroom Climate Teacher urges students to offer suggestions on how to “make it better”. –Suggestion box –Plus/Delta Feedback mechanisms should convey the teachers willingness to thoughtfully consider students’ recommendations regarding classroom climate or instruction.

Assess Students’ Relevant Affective Status The teacher monitors the classroom climate. –Teachers can use surveys to gain insights regarding students’ perceptions of the classroom climate. –Example Forms and structures to gather students’ perception can vary depending on teacher preference, elementary vs. secondary, and age of students.

Learning Expectations Substantial learning will occur for all students, irrespective of their academic aptitude. Substantial learning will occur for motivated students who possess adequate academic aptitude.

Think About It What would you see and hear in a classroom where learning expectations are set only for motivated students? What would you see and hear in a classroom where learning expectations are set for all students?

Learning Expectations Communicated to all students and families Responsive to each students’ needs Rigorous curriculum Rubrics Interventions

Responsibility for Learning Students assume meaningful responsibility for their own learning and the learning of their classmates. The teacher, as prime instructional mover, is chiefly responsible for students’ learning.

Think Deeper What would you see and hear in a classroom where learning is assessed through summative tests to assign grades? What would you see and hear in a classroom where learning is assessed through formal and informal authentic assessments for learning?

Responsibility for Learning Student led conferences Peer Review –Student Protocols Presentations

Role of Assessment in Classroom Formal and informal assessments generate data for informing adjustments to the teacher’s instruction and the students’ learning tactics. Formal tests generate data for comparing students and assigning grades.

Data Walls 3 Essential Parts External Data –State CST CELDT –District D.W.A. Internal Data –Classroom –Formative Assessments School Grade level Department Inferences and Conclusions –Reflects data analysis results

Data Walls District School Site Grade level/ Department Classroom

Middle Panel Data on Teaching Strategies Associated with the Content Area Narrative PlanDo ActCheck Right Panel Inferences Conclusions SMART GOALS Next Steps Left Panel Tables Charts Graphs Illustrates State/District /School Assessment Scores How to Organize a Data Wall

Example

Examples

Rubric

Thank You!