1. Select Your Candy Corner
Connect the need for clear criteria as an essential for effective feedback and checking for understanding.

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.
7-10 minutes
Make posters for dot activity. Poster questions are as follows. (Continuum would be Never to Always)
When I provide feedback I tell students what was correct and incorrect.
I allow time for students to provide feedback to one another.
My students use my feedback to self monitor their learning.
Grouping Possibilities
Elementary
Primary and Intermediate tables with different grade representatives at each table.
(ex. Table one may contain one K,1,2,3 teacher. Table two may contain one 3,4,5,6 teacher etc)
Secondary
Groupings by department and courses
Possible puzzle pieces: vocabulary cards (to review assessment or session one info?),
Halloween pictures (black cat, candy corn), jig-sawed pumpkins (2 pieces fit together), etc.

3. Formative Assessment: Feedback and Checking for Understanding
Collecting, Interpreting and Acting on Assessment Evidence By… Checking for Understanding and Using Effective Feedback to Promote Learning
Grouping Possibilities
Elementary
Primary and Intermediate tables with different grade representatives at each table.
(ex. Table one may contain one K,1,2,3 teacher. Table two may contain one 3,4,5,6 teacher etc)
Secondary
Groupings by department and courses
Session 2
In-Service Day Presentation
North Penn School District
October 31, 2008

4. Sharing Your Thoughts
Table groups share your thoughts on how you assess Halloween candy.
Connect the need for clear criteria as an essential for effective feedback and checking for understanding.

5. Sharing Your Work
Table groups share out their formative assessments tried since session one.
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?
Let’s hear what worked for you!
10-15minutes
Suggestion:
Elementary break into triads or quads if not already done.
Secondary break out by course
Important that the facilitator walk the room to model, collect info.
Ask a few participants to share theirs or one that they heard at their table.

6. Today’s 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
Facilitator Goals
Connect today’s work to the bigger picture
Know how CIA plays out when checking for understanding at the beginning, middle or end of a lesson
Understand the role of feedback in ACT component of CIA
Know the criteria for effective feedback that effects learning
Access the templates folder for grade level applications
Set a goal for FA use and interaction to keep the discussion going between now and next time (E-Dec., MS/HS-March)

7. 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

8. 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

9. 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
Active participation is a method to Collect information, Formative Assessment requires the teachers to Collect, Interpret, and Act!
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.
There are times when the need for spontaneous formative assessment arises and effective teachers know how to do that “on the spot”. We are recommending that teachers plan a formative assessment strategy focused on the key learning in each lesson.
pro-active vs re-active.
Key terms—planned process, part of instruction, used to adjust instruction
For our purposes it includes pre-assessment
Suggested Activity: Think-Write-Pair Share

10. 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.
Remind them that this is our definition of FA from the first session.

11. Select a group member to complete a mystery task.
Group Challenge!!
Select a group member to complete a mystery task.
Checking for Understanding and Using Effective Feedback to Promote Learning by
Collecting, Interpreting and Acting on Assessment Evidence
6 – 10 minutes (2-3 minutes for activity; 4-7 minutes to debrief)
Ask a volunteer to leave the room and prep the other participants on the activity.
A volunteer sits in the center of the room, a trash can is approximately 5 feet away.
Round one: The volunteer tries to toss a crumbled piece of paper into the basket; the other participants are asked to provide feedback similar to the words written on a test or quiz (“Good job! Try harder! Keep going! Nice try!)
Round two: Same volunteer tries the same task, but the other participants are asked to provide corrective feedback to either encourage the volunteer to repeat a successful behavior or to alter their behavior to gain a different result.
Debrief the feedback efforts (Which round was more successful and why? Did the volunteer feel different during round one compared to round two? How so? Which method took more time? Which round was met with more success? Was it faster than the other round?)
Notice that the more specific the feedback the more the behavior of the “Shooter” moved towards accomplishing the goal. Ask the shooter, “What did you hear that really helped you/what did you do with what you hear.
Note: Connect to CIA
If you have a person that always gets it ask them to tell us “how” they do it (Think about the process)

12. 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?
Notice that we did not use the directions “Guide your volunteer to make a basket” this was done purposely to make the point that often students are unaware of the goals of our lessons. How does sharing the objective support instruction?
Note: Connect to CIA
Process the slide questions with the group.

13. 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?
2-4 minutes
Think-Pair
Share with a partner. Trainer walks, listens, and reports back to the group.
Make a transition to the next activity (article)

14. PMI- Plus, Minus, Interesting
Read “Feedback that Fits”
Find a part that enriches your understanding. (+)
Find a part that challenges your thinking about Feedback (-)
Note a part that you find particularly interesting. (I)
Think about how this could play out in your classroom.
10-15 minutes.
Share “Other Checking for Understanding Processes Page” Explain that these are just a sample of the many ways that a teacher may check for understanding throughout a lesson.
Start on page three of the article. Direct participants to use PMI Template to note their thoughts. For the implications for my classroom section consider the basket toss demo, the reflection discussion, and the article.
Anchor activity, an activity for participants that finish early, will be to review Guidelines for Effective Feedback Summary Sheet and/or read beginning of article.

15. Providing Feedback
Implications for classroom use – feedback should be…
Many thoughts may come from the article but some important ones are…
Feedback should be…
Corrective
Timely
Specific to a criterion
Related to student effort and the result of that effort
-Marzano HYS

16. Wrap-up: Feedback Watch video clip and take note of teacher feedback.
Karate Kid
Is the feedback specific?
Timely?
Criterion referenced?
10-12 minutes (3 minutes for task; 5-10 minutes to share out a summary)
If the participants don’t say it, be sure to note the frustration felt by the student when he did not see the connection to the goal. Also, timeliness should be addressed by noting how in a typical classroom setting feedback should occur well before the student begins to feel the level of frustration shown in the video.
Reference CIA connection to feedback
How does Mr. Miagi Collect information?
What is the evidence that he interprets it?
What action does he take?

17. C . I . A . N N O U N C E O N C O N N E C T L T T A K E T H E L E N EX T S T E P E R C P T R E
5 minute stretch break T

18. 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

19. 4 Steps to Check for Understanding
Collect
Generate a prompt--question, problem, discussion, performance—related to the learning goal and how you expect students to think and/or act.
Refer to page 10 of the handout to guide the next several slides.
State the four steps to check for understanding
Generate a prompt
Engage the learner
Interpret the results
ACT
Reference the fact that they will be using the 10-2 strategy. (See colored handout)
Reference the prompts on the colored handout, and ask, “When in the lesson can you use these prompts?”
(Ans. Beginning, middle and/or end of lesson)
To check for understanding teachers must first be clear about the objective and what proficient student performance looks like.
They then must draw on that information to identify the learning progression that most students use and what are the critical stages. From there teachers are ready to begin the COLLECT process. They craft a prompt—question, problem, discussion, activity—that generates formative assessment evidence.
Invite them to think about what methods they use to engage the learners at these various times as you go to the next slide.

20. 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.
Collect continues with engaging all or almost all of the students to collect the appropriate type and amount of evidence. Active engagement is critical in this process. Therefore teachers should consider the use of:
Effective questioning techniques
State the question, pause for think time, call on students without hands up and with hands up, provide feedback to students.
Signals—hand, cards, open/closed fist
Doing—write, solve, white boards
Discussing
A teacher’s inability to engage all or most of learners limits their ability to collect the evidence they need to check for understanding.
Reiterate the effective questioning here. (Consider making a poster that says: State the question, pause for think time, active engagement process to call on students, provide feedback to students.
Here is an example: (consider creating your own for the group you are working with)
Begin by defining a private signal
Next say “We have been studying the map of the Eastern US. Think about how many states touch PA. When I say “Show me.”, show me using a private signal. For right now just think, how many states touch PA?
Note for them that you are now interpreting their responses.
Provide them feedback like “I am seeing 4, 5, 6’s. One of those numbers is correct. Let’s open our books to page 73 and see which one.
Tie the generation of evidence to the ability to engage everyone in a signal.
If time permits. Continue the modeling by using Think-write-pair-share. So here is another possible examples for later in the period:
Look at the map. Think about why PA is called the Keystone State. Jot your thoughts down in your notes (on a white board.) Turn to you’re A Partner and see if you agree. Then I’ll call on some of you (without raising your hands).
Note the importance of not allowing students to raise hands. This says, “If I give you time to write and/or talk to a partner you better be prepared with an answer.
Continue the modeling by providing feedback on the student responses. It may sound like this, “You are correct in your responses that PA is the Keystone State because it is in the middle of the colonies. But there is more. Listen as I review the meaning of a keystone.”
This is a great lead—an actual example of--the next step.

21. 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
Teacher decision as to when to restate or flex group.
INTERPRETATION that leads to ACTion begins.
Once the evidence is generated The feedback given to the students at this point is critical. Teachers who are openly metacognitive, [that is, providing feedback to the students on where he/she thinks the students are and why s/he is doing this next, (Some examples below in a. b. c.)] provide the type of feedback that eventually will help the students learn how to monitor their own learning. Possible results include:
On Target--That all are on target and the resulting ACTion is to continue with the lesson progression.
Re-State--Most are close and the feedback they need is here is what you are correct on. Now let me restate this section and then I’ll re-check your understanding. For example, “You are correct in your responses that PA is the Keystone State because it is in the middle of the colonies. But there is more. Listen as I review the meaning of a keystone.”
Re-Teach—When there is confusion on the answers of some or many of the students, the teacher decides to go back to a point where most of them have it and re-teach that last part. For example, “Some of you punctuated that “if clause” correctly, but many of you are putting commas everywhere. Let’s pause for a moment and review when we must use a comma…”

22. 4 Steps to Check for Understanding
Step 4: ACT
A Announce your thinking
C Connect the feedback to the student’s effort and result
T Take the next step
Review ACT as the A in CIA

23. 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
ACTion begins.
Announce your thinking: Be openly metacognitive, let students know where you think they are in relation to the learning goal and what you intend to do about it.
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 next step

24. 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
This quote underlies the importance of the C in Act.

25. 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 we’ll return to this work.”
Three examples on the next three slides.

26. Feedback to Promote Action
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.”

27. Feedback to Promote Action
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.”
The feedback here is designed to help the students decide, do I know the factoring rules? IF not, I better put more effort into listening to Julia.

28. Feedback to Promote Action
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 we’ll return to this work.”
Clearly stating the problem and why you are reviewing the concepts helps the students understand and frame their thinking to either reinforce their learning or edit their understanding so they can do the next assignment correctly.

29. ACT What are some things you may do when some students get it and some do not?
Invite participants to check the example in the handouts and to jot some of their thoughts right on that page.
Ask them to share with a partner/table.
Report out.
Use partners to explain/restate
Allow students who get it to go to next problem, assignment while you work with rest
Instruct students to work on anchor activity—vocabulary review, reading, creating a problem for next test/quiz--while you review with those who need assistance (Flex group)
Hold Accountable Later—check back with the students later in the lesson to see if they are now on track.

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

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

32. To Do Between now and Next Time…
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?
Trainer States, “We will begin our next session with these questions…”

33. 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.

34. 3-2-1 Feedback On an index card please write…
3 Concepts that today’s 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.