CITW Component 1: Providing...
Transcript of CITW Component 1: Providing...
CITW Component 1: Providing Feedback
JP Torres Success AcademyFebruary 8, 2017March 2017
2 stars, 1 wish Entrance ticket
• What are two successes you have experienced over time when offering feedback?
• What is one challenge you may be facing in regards to giving feedback?
ObjectivesWe will…
• Know Classroom Instruction that Works Component 1: Providing Feedback
• Understand how feedback affects students’ learning and achievement
• Be able to reflect on personal feedback practices; plan to intentionally offer effective feedback in daily instructional practices
What isInformation you provide to students about their performance that is intended to guide and improve their future performance
What the research says about feedback• The brain research tells us that our brains require feedback to learn
(Pinker, 1997; Sylwester, 1995; Jensen, 1998). • Classroom assessment research tells us that when we
1. involve students in the assessment process, 2. increase the amount of descriptive feedback students receive, and 3. decrease the amount of evaluative feedback they receive, students learn
significantly more (Black and Wiliam, 1998).
So what does that mean?Feedback for our brain is a bit like fats in our body. Some kinds of fats clog up our arteries and increase our cholesterol to dangerous levels, while other kinds of fats lower our cholesterol.
Evaluative Feedback • are like the fats that clog our arteries
but instead of shutting down the blood flow, they shut down the learning brain by using performance standards with numbers to indicate ratings, 8/10, checks on a checklist, letter grades, etc.
Think of it this way…Descriptive Feedback • nourishes the learning
brain by being specific about what is working and points out next steps in the learning
Let’s
Evaluative• Typically uses a single
measurement• May compare students to each
other• Does not give student
information about specific elements• May encourage competition• Sometimes linked to
punishment
Descriptive• Describes features of work or
performance • Relates directly to learning
objectives and/or standards• Points out strengths• Gives specific information on how
to improve• Provides strategies for moving
forward• Promotes learning by increasing
motivation
What are the Types of Feedback?
• Motivational • Evaluative• Descriptive• Effective
…and briefly describe each to a partner
FormativeSummative
Summative
Formative
Summative FormativeCompare & Contrast
1. Expresses a judgment2. Assigns a label to
achievement3. Expresses disapproval4. Identifies weaknesses
1. Relates to learning objectives
2. Describes features of work or quality
3. Identifies strengths4. Identifies specific
information on how to improve
1.Provides information about one’s performance2. Provides input3. Intends to encourage learner4. Takes time
Walkthrough Rubric Focus: CITW Component 1 – Setting Objectives and Providing Feedback (and Proficiency Scales)
Revised January 2017
Teacher _________________________ Content ______________ OBSERVED BY: ___ D. Fullo ___ J. Guerrero ___ J. Serisola ___ Other(s): _________________________________________________
Score Criteria
4 WOW
Highly Effective - All components met exemplarily. [ ] All students interviewed are able to verbalize what they are learning/doing as it relates to the objective/proficiency scale. [ ] Evidence of students’ independent tracking of progress and/or self- or peer- evaluation [ ] May request video observation to share with other teachers
3 GOOD
Effective - All components met, to include: [ ] Feedback is immediate (dependent on task, type of feedback – verbal, written, or both – may vary) AND students have the opportunity to correct misunderstandings [ ] Feedback is directly related to the day’s learning objective/proficiency scale [ ] Feedback given is not personal (Great job! You’re so smart!); but, rather, addresses performance on a task and provides specific guidance for improvement ("Your response lacks details and includes some inaccurate information. Check the facts about this event, and add details to describe the reasons the event occurred."). [ ] When interviewed, majority of the students can provide some personal feedback (self-assessment) as it relates to the day’s learning objective / proficiency scale (consider students’ articulation of the objective / proficiency scales: I am a level 2 because… OR method of self- evaluation through use of a rubric)
2 OK
Developing - All components met, to include: [ ] Feedback is personal rather than performance-specific [ ] Connection between feedback and learning objective / proficiency scale is unclear [ ] Objective / proficiency scale is visible AND written in student-friendly language [ ] Selected students are able to verbalize how the objective / proficiency scale relates to what they are learning/doing
1 NO
Unsatisfactory [ ] May need additional support; training will be provided [ ] Mentorship needed [ ] Not observed
Learning Objective Proficiency Scale
General Observations / Comments
Date Time
Routines Objectives Feedback Prof Scale
Think (& write) of a situation when
your principal, IC, or CLT member
helped you grow as a classroom
teacher…
Think (& write) of another situation that was not as
successful…
#1 #2
What made the difference?Helpful Not as helpful
Carousel Share
Directions:
1. Going back to your entrance ticket 2 Stars, 1 wish, and turn to an elbow partner and ONLY share your two stars.
2. Then, on a sheet of paper, post your one wish sticky note on it. You will be asked to rotate your paper around several times.
3. When you rotate papers, you must add suggestions/recommendations for that person to try in order to push through some of those challenges.
4. You should have several suggestions from your group members on how you could tackle your challenges.
”A challenge I face with giving feedback is _______, but I will commit to _______.”
• Entrance Ticket
• Think-Pair-Share (TPS)
• Graphic Organizers (Venn Diagram)
• Activate Prior Knowledge (Think Bubble)
• Graphic Organizers (T-Chart)
• Carousel Share
• Exit Ticket
ConnectionsClassroom