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1 Please go to http://npformative2.wikispaces.com Click Join This Space Sign in to (or create) your Wikispaces account Please go to the email account you sent me. Click on the invitation to Google Docs WELCOME Click Before We Begin
2 Welcome to Effective Instruction Day 2! Visit the different posters. 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 Day Presentation North Penn School District
4 Effective Instruction 2008-2009 In-service Plan Session 1: Formative Assessment in the Classroom Session 2: Check for Understanding, Feedback Session 3: Formative Assessment Points in a Unit
5 Sharing Your Thoughts Partners share your thoughts on how you assess Thanksgiving dinner?
6 Sharing Your Work Please go to the Live Broadcast link on the wiki. Using the chat OR discussion board, please write… What worked and how do you know? What challenges occurred and how did you overcome them? How did you use this assessment to adjust your instruction? Lets hear what worked for you! (10-15 minutes)
7 Todays Objectives Understand the role of feedback in formative assessment Know the criteria for effective feedback that affects learning Create a plan for checking for understanding and providing feedback in a content area Deepen our understanding of CIA
8 Formative Assessment: Why? … students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year… - Dylan Wiliam
9 Checking for Understanding: Why? … knowing that six or seven students understand is not the same as knowing that 32 do… - Fisher and Frey, Checking for Understanding
10 Think -Write -Pair -Share What are the differences between active participation and formative assessment? What is the difference between spontaneous formative assessment and planned formative assessment? Think-Write-Pair-Share
11 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.
12 Group Challenge!! Select a group member to complete a mystery task. While that person leaves the room, others add to slide 6 of the Google Doc.
13 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?
14 Reflection Think about these prompts in order to respond to the final question. When do you provide feedback to your students? What kind of feedback do you typically provide? What is your feedback based upon? How does feedback impact your students learning or performance?
15 PMI- Plus, Minus, Interesting Read Feedback that Fits in the Resources Link of the wiki Underline a part that enriches your understanding. Put in bold a part that challenges your thinking about Feedback Italicize a part that you find particularly interesting. Think about how this could play out in your classroom. IF I CAN PUT PMI TEMPLATE AS A LINK ON THE ARTICLE PAGE INSTEAD, DO THIS!
16 Providing Feedback Implications for classroom use – feedback should be…
17 Wrap-up: Feedback Watch video clip and take note of teacher feedback. Karate Kid Is the feedback specific? Timely? Criterion referenced?
18 C CIA O L L E T N T C T E R P R E T.NOUN ONNECT AKETHE..NCE EXPTSTEN
19 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. Jay McTighe, 2006
20 Collect Generate Engage Interpret Interpret Results Act Announce Connect Take the Next Steps
21 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.
22 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.
23 4 Steps to Check for Understanding Step 3: Interpret Interpret the results deciding how to move the lesson forward Monitor andAdjust On TargetContinue RestateMe or a Student Re-teachDig Deeper for More Information--Another Question, Modality, Problem
24 4 Steps to Check for Understanding Step 4: ACT A Announce your thinking C Connect the feedback to the students effort and result T Take the next step
25 ACT Feedback Announce your thinking (Metacognition) 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 Take the next step that moves the learning forward
26 4 Steps to Check for Understanding 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
27 ACT Feedback 3 Examples Interpret 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 well return to this work.
28 ACT Feedback Interpret 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.
29 ACT Feedback Interpret 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.
30 ACT Feedback Interpret 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 well return to this work.
31 ACT What are some things you may do when some students get it and some do not?
32 Application Time Use Template in your packet to develop one or two methods to check for understanding.
33 Resources to Support Your Application www.npformative.wikispaces.com U drive effective instruction folder ASCD DI Tool Kit ASCD Formative Assessment Templates Checking for Understanding Strategies
34 To Do Between now and March… Use the checking for understanding template and feedback PMI summary sheet. Reflect on how this use informed your instruction. What worked and how do you know? What challenges occurred and how did you overcome them? How did you use this assessment to adjust your instruction? What questions do you have?
35 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.
36 3-2-1 Feedback On an index card please write… 3 Concepts that todays session validated from your prior understanding. 2 Ideas that you will use in the classroom. 1 Question you still have. Place these cards on the desk near the door.