1 Happy Halloween Visit the candy table and choose your favorite Halloween treat Visit the candy table and choose your favorite Halloween treat

2 Welcome to Effective Instruction Day 2! Visit the different posters. Visit the different posters. Place your dots on the continuum for each statement to reflect your use of feedback in the classroom. Place your dots on the continuum for each statement to reflect your use of feedback in the classroom.

3 Formative Assessment: Feedback and Checking for Understanding Session 2 In-Service October 31, 2008

4 Sharing Your Thoughts Table groups share your thoughts on the criteria you used to select your favorite treat. Table groups share your thoughts on the criteria you used to select your favorite treat.

5 Sharing Your Work Table groups share out their formative assessments tried since session one. Table groups share out their formative assessments tried since session one. What worked and how do you know? What worked and how do you know? What challenges occurred and how did you overcome them? What challenges occurred and how did you overcome them? How did you use this assessment to adjust your instruction? How did you use this assessment to adjust your instruction? Let’s hear what worked for you!

6 Connection??? Pink sheets Pink sheets Collaboration Surveys Collaboration Surveys You do this everyday!!! You do this everyday!!!

7 Today’s Objectives Understand the role of feedback in formative assessment Understand the role of feedback in formative assessment Know the criteria for effective feedback that affects learning Know the criteria for effective feedback that affects learning Create a plan for checking for understanding and providing feedback in a content area Create a plan for checking for understanding and providing feedback in a content area Deepen our understanding of CIA Deepen our understanding of CIA

8 Think -Write -Pair -Share What are the differences between active participation and formative assessment? What are the differences between active participation and formative assessment? What is the difference between spontaneous formative assessment and planned formative assessment? What is the difference between spontaneous formative assessment and planned formative assessment? Think-Write-Pair-Share Think-Write-Pair-Share

9 Formative Assessment Definition Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

10 Group Challenge!! Select a group member to complete a mystery task.

11 Role Play: CIA What data did you COLLECT as you watched the activity? How did you INTERPRET that information? How did you ACT to improve the chances of success?

12 Reflection Think about these prompts in order to respond to the final question. Think about these prompts in order to respond to the final question. When do you provide feedback to your students? When do you provide feedback to your students? What kind of feedback do you typically provide? What kind of feedback do you typically provide? What is your feedback based upon? What is your feedback based upon? How does feedback impact your students’ learning or performance? How does feedback impact your students’ learning or performance?

13 PMI- Plus, Minus, Interesting Read “Feedback that Fits” Read “Feedback that Fits” Find a part that enriches your understanding. (+) Find a part that enriches your understanding. (+) Find a part that challenges your thinking about Feedback (-) Find a part that challenges your thinking about Feedback (-) Note a part that you find particularly interesting. (I) Note a part that you find particularly interesting. (I) Think about how this could play out in your classroom. Think about how this could play out in your classroom.

14 Providing Feedback Implications for classroom use – feedback should be…

15 Wrap-up: Feedback Watch video clip and take note of teacher feedback. Watch video clip and take note of teacher feedback. Karate Kid Karate Kid Karate Kid Karate Kid Is the feedback specific? Is the feedback specific? Timely? Timely? Criterion referenced? Criterion referenced?

16 C CIA O L L E T N T C T E R P R E T.NOUN ONNECT AKETHE..NCE EXPTSTEN

17 4 Steps to Check for Understanding CIA “ The only way to find out what a student understands is to collect evidence of learning or understanding that you can use to convict them of learning…The time to do that is before the final assessment.” “ The only way to find out what a student understands is to collect evidence of learning or understanding that you can use to convict them of learning…The time to do that is before the final assessment.” Jay McTighe, 2006 Jay McTighe, 2006

18 4 Steps to Check for Understanding Collect 1. Generate a prompt-- question, problem, discussion, performance— related to the learning goal and how you expect students to think and/or act.

19 4 Steps to Check for Understanding Collect 2. Engage all of the learners-- Which methods do you use? On the handout check the methods you use. Add more if you can. On the handout check the methods you use. Add more if you can.

20 4 Steps to Check for Understanding Step 3: Interpret Interpret the results deciding how to move the lesson forward Monitor and Adjust On Target Continue Restate Me or a Student Re-teach Dig Deeper for More Information-- Another Question, Modality, Problem

21 4 Steps to Check for Understanding Step 4: ACT Step 4: ACT A Announce your thinking C Connect the feedback to the student’s effort and result T Take the next step T Take the next step

22 ACT Feedback Announce your thinking (Metacognition) Announce your thinking (Metacognition) Connect student effort and result and/or what worked and why Connect student effort and result and/or what worked and why Feedback that is timely, specific and helps student see the relationship between their efforts and the products, thinking, performances they produce Feedback that is timely, specific and helps student see the relationship between their efforts and the products, thinking, performances they produce Take the next step that moves the learning forward Take the next step that moves the learning forward

23 4 Steps to Check for Understanding Step 4: ACT Step 4: ACT “To be formative, assessment must include a recipe for future action…the goal is for the learner to use the information to make improvements. Dylan Wiliam, 2004

24 ACT Feedback —3 Examples Interpre t Results Feedback to Promote Action On Target “You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick with me now as we do this last part.” Restate “Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what factoring rules apply to this problem.” Reteach “Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.”

25 ACT Feedback Interpre t Results Feedback to Promote Action On Target “You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick with me now as we do this last part.”

26 ACT Feedback Interpr et Results Feedback to Promote Action Restate “Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what factoring rules apply to this problem.”

27 ACT Feedback Interpre t Results Feedback to Promote Action Reteach “Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.”

28 ACT What are some things you may do when some students get it and some do not?

29 Application Time Use Template in your packet to develop one or two methods to check for understanding. Use Template in your packet to develop one or two methods to check for understanding.

30 Resources to Support Your Application U drive effective instruction folder U drive effective instruction folder ASCD DI Tool Kit ASCD DI Tool Kit ASCD Formative Assessment Templates ASCD Formative Assessment Templates Checking for Understanding Strategies Checking for Understanding Strategies

31 To Do Between now and Next Time… Use the checking for understanding template and feedback PMI summary sheet. Use the checking for understanding template and feedback PMI summary sheet. Reflect on how this use informed your instruction. Reflect on how this use informed your instruction. What worked and how do you know? What worked and how do you know? What challenges occurred and how did you overcome them? What challenges occurred and how did you overcome them? How did you use this assessment to adjust your instruction? How did you use this assessment to adjust your instruction? What questions do you have? What questions do you have?

32 Self Assessment Please refer to the Pink Assessment card and mark your comfort level with a number “2” to indicate your knowledge or skill after this session. Please refer to the Pink Assessment card and mark your comfort level with a number “2” to indicate your knowledge or skill after this session.

Feedback On an index card please write… 3 Concepts that today’s session validated from your prior understanding. 3 Concepts that today’s session validated from your prior understanding. 2 Ideas that you will use in the classroom. 2 Ideas that you will use in the classroom. 1 Question you still have. 1 Question you still have. Place these cards on the desk near the door.