1. The Power of Feedback Hattie & Timperley (2007) from Review of Educational Research, 77(1)

2. The Meaning of Feedback Info provided by something/someone regarding performance or understanding People (teachers, parents, peers, self) Things (books, computers) Purpose—fills the gap between what is understood and what needs to be understood

3. How can this gap be closed? Affective Processes effort motivation engagement Cognitive Processes restructuring confirming correctness indicating more information is available or needed indicating alternative strategies to understand information

4. Some types of feedback are more powerful Most powerful—involving students who received information about a task and how to do it more effectively. Least powerful—praise, rewards, punishment Why might extrinsic rewards yield a lower effect size? See p. 84

5. Read the excerpt The last paragraph on p. 84 that continues over to 85-86 The authors review Kluger and Denisi (1996) In it they indicate that “the power of feedback is influenced by the direction of the feedback relative to performance on a task” What does this mean to you? Think (30 sec); Pair (1 min); Share

6. How feedback works If we want increased “effort” and more “responsibility” then… …the intended goal (aka learning target) needs to be: Clear; Highly committed to; Student belief that success is within reach The teacher’s role: Reduce the discrepancy between current and desired understanding by engineering a different kind of learning environment

7. Reducing the Discrepancy Engineer an environment whereby Attribution is: Internal and; Unstable This is done by creating a learning environment in which students develop self- regulation and error detection skills

8. Dylan Wiliam’s Aspects of Formative Assessment Where the learner is going Where the learner isHow to get there Teacher Clarify and share learning intentions Engineering effective discussions, tasks and activities that elicit evidence of learning Providing feedback that moves learners forward Peer Understand and share learning intentions Activating students as learning resources for one another Learner Understand learning intentions Activating students as owners of their own learning

9. How can teachers assist? Provide challenging and specific goals Specificity can be obtained through the use of exemplars and student generated rubrics Specific goals focus students’ attention Specific goals make the feedback more directed Specific goals allow for more direct criteria for success

10. Hattie & Timperley’s Feedback Model What is the goal? (where am I going) What progress am I making? (How am I going) What do I need to do in order to make better progress? (Where to next)

11. Where Am I Going? The learning goals relative to the task or performance Involve 2 dimensions: Challenge Commitment Goals relate to feedback in that: They inform individuals so they can evaluate their actions and adjust The feedback provides information so that students can close the gap Can student goal setting help teachers deal with the different skill levels of students within a class?

12. How Am I Going? Tells the student (and teacher) what progress is being made This kind of feedback gives: Information about progress and; How to proceed

13. Where to Next? The answer shouldn’t be “more” These could include: Enhanced challenges Additional self-regulation Greater fluency/automaticity More strategies Deeper understanding Could this kind of feedback help teachers deal with the different skill levels of students within a class?

14. The 4 Levels of Feedback 1. Feedback about the task or product (FT) Correct or incorrect— “You left out an important detail that will help your summary make more sense” 2. Feedback about the process (FP) Underlying methods used to help the student improve— “Including more descriptive language will help others develop a better picture” 3. Feedback about self-regulation (FR) Self checks on criteria in alignment with the exemplar— “Look at the rubric and determine if you have met all the quality components” 4. Feedback directed at self (FS) Great job

15. Group Work Divide into 3 groups. Each group will explain 1 kind of feedback and provide examples to your colleagues Group A—Feedback About Task (FT) Group B—Feedback About Self-Regulation (FR) Group C—Feedback About Self as a Person (FS)