Feed-up, Feedback, and Feed-Forward

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Feed Up Back Forward Champaign

Nancy Frey, PhD SDSU/HSHMC

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The sudden release of responsibilityTEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

DIY School

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Time for a Story

January 2006

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Form

ativ

e A

sses

smen

t

am I going to teach?

What are the students going to ?

Shifts in Thinking

What am I going to teach?

What are the students going to do?

What shifts have you witnessed in the profession regarding instruction and assessment?

How have these shifts impacted your own practice?

Today’s Purposes

Consider a formative assessment system that feeds information up, back, and forward

Link formative assessment to quality instruction and standards-based grading

Examine leadership qualities necessary for this effort

Discuss these concepts with professional colleagues

Comparing Formative and Summative AssessmentsComparing Formative and Summative Assessments

Why?

“…formative assessment practices greatly increased the

achievement of low-performing students, in some cases to the point of approaching that of high-achieving students.”

Chappuis, 2009

How?

• Formative assessments create a learning path for students to reach summative assessments, and increase achievement in standards-based grading systems.

Formative Assessment :Where is your school?

We’re

ready t

o teach

someone else

.

We’re

worki

ng on it.

What is

it?

We underst

and it and

we believe

in it

.

We’re

getting bette

r at it

.

Want to motivate students?

Build their sense of

competence.

Fisher & Frey, 2009, Hattie & Timperley, 2007

Feed up: establishing purpose

Check for understanding: daily monitoring

Feedback: providing information about success and needs

Feed forward: using performance for “next steps” instruction and feeding this into an instructional model

Establishing Purpose:

Why are we doing this anyway?

Feed Up

A clear learning

targetestablishes

criteria for

success

Two Components:

Content Purpose

Language Purpose

Student Accountability is Established Through Daily Purpose

What is the Student

Accountability?English

C: Describe how a character changes in a story.

L: Cite text evidence in your literature circle of the character’s change from the beginning of the story to this point.

What is the Student

Accountability?

MathematicsC: Determine

reasonableness of a solution to a mathematical problem.

L: Use mathematical terms to explain why your answer is reasonable.

What is the Student Accountability?

BiologyC: Identify the phases in animal cell meiosis I and II.

L: Describe the similarities and differences between the two through illustration and words.

What is the Student Accountability?

HistoryC: Identify one contributing cause of the Revolutionary War.

L: Explain the cause to a peer and then summarize the cause in writing.

Purpose = ExpectationsPurpose = Expectations

Targets defined through competencies and standards-based grading

“The trend of personalized learning has caught on nationwide, but the entire state of Oregon has been using a similar method—proficiency-based instruction—since 2002 when it gave districts the option to award credit for proficiency. To earn credit, students demonstrate what they know based on clear learning targets defined by state standards. Students have intervention time built into their school day to work on concepts in which they aren’t yet proficient. Once they master a concept, they move on.”

In one district, “17 percent more high school students met or exceeded standards on the math portion of the Oregon Assessment of Knowledge and Skills in 2010-2011 than in 2009-2010, and 11 percent more met or exceeded standards on the reading and literature portion.”

District Administrator, May 2012, http://www.districtadministration.com/article/all-students-thrive-proficiency-based-instruction

Standards-based grading and competencies at HSHMC

444 9-12th graders62% free/reduced lunch15% from military

families44% Latino/Hispanic22% Black16% Asian18% White70% EL students

8.5% Students with disabilities

4% with 504 plans

Student Participants

We didn’t start the fire…

…Math did.

• Standards-based grades derived only from competencies, not attendance, in-class assignments, or homework.

• Students must pass all competencies with 70% or better.

• < 70% = Incomplete; student has two weeks to clear it, before mandatory Academic Recovery.

• RtI2 initiative, honors contracts now tied to this system.

Competencies for English 9/10

Semester 1

Content Measured Assessment FormatPlagiarism, Citation, Referencing Exam (multiple choice/short answer)

Summaries; literary response & analysis (9)

Literacy letters

Vocabulary development (9) Exam (multiple choice)

Research Paper on Essential Question 1 Paper & Creative Component

Analyzing media, persuasive techniques Exam (multiple choice/short answer)

Summaries; literary response & analysis (9)

Literacy Letters

Vocabulary development (9) Exam (multiple choice)

Persuasive Paper on Essential Question 2 Paper & Creative Component

Competencies for English 9/10

Semester 2 Content Measured Assessment Format

Analyzing oral communication & speeches Exam (multiple choice/short answer)

Summaries; literary response & analysis (9)

Literacy letters

Vocabulary development (9) Exam (multiple choice)

Expository paper on EQ 3 Paper & Creative Component

Analysis of poetry Exam (multiple choice/short answer)

Delivering oral communication Retelling & dramatic monologue

Summaries; literary response & analysis (9)

Literacy Letters

Vocabulary development (9) Exam (multiple choice)

Autobiographical Paper on EQ 4 Paper & Creative Component

Weekly Incomplete List

“Everybody knows your business.”

Academic Recovery

Outcomes: Schoolwide

HSHMC outperformed state-identified similar schools by 11%.

Student achievement increased 4% on state achievement measures.

Independent auditor noted that, “HSHMC outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)

HSHMC outperformed state-identified similar schools by 11%.

Student achievement increased 4% on state achievement measures.

Independent auditor noted that, “HSHMC outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)

GPAs increased from 2.89 to 3.36, (t=12.58, df=742, p<.001).

The largest gains in GPA came from students living in poverty and students with disabilities.

• For students living in poverty, average GPA increased from 2.26 to 3.12 (t=16.84, df=414, p<.001). • For students with disabilities, average GPA increased

from 1.30 to 3.02 (t=7.26, df=61, p<.0001).

Outcomes: Grade Point Averages

Outcomes: Attendance

By the end of the two-year data collection period, attendance had increased from 90.4% to 95.6%.

What effects have you seen on student motivation and learning with standards-based grading? What ideas resonate with you?

Check for Understanding: What am I learning?

Everybody got that?Any questions?Does that make sense?OK?

How often do you do this?

• Oral language

• Questioning

• Written language

• Projects and performance

• Tests

• Common assessments and

consensus scoring

Check for understanding during the process, not just after it’s completed. Check for understanding during the

process, not just after it’s completed.

Using

Oral Language to Check for Understanding

Original price of a microphone: $129.99. The tax is 7%. What is the total price

you have to pay for this?

Wendy says…“So, the problem is asking me how much

I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”

“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”

What does Wendy know?What doesn’t she know?What do you do next?

Using

Questioning to Check for Understanding

Progression of Text-Dependent Questions

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

Source: Frey, N., & Fisher, D. (in press). Common Core State Standards in Literacy (Grades 9-12).

Bloomington, IN: Solution Tree.

Use

effective questioning techniques with all types

Wait time (I & II)Repeat their answers to solicit more informationRephrase when the student is confusedPrepare key questions in advanceLISTEN

In what ways does this teacher check for understanding?

Checking for Understanding with Clickers

Video available at YouTube’s FisherandFrey Channel

In what ways does this teacher check for understanding?

Using

Writingto Check for Understanding

GIST Summary

RAFT Writing

Crystal Ball

Writing Prompts

Writing

• Given a word and conditions about the placement of the word, write a sentence

• Forces attention to grammar and word meaning

• Use student examples for editing

Generative SentencesGenerative Sentences

“Volcanoes” in the 4th Position

“Volcanoes” in the 4th Position

Try these . . .

Word Position Length

cell 3rd > 6

Try these . . .

Word Position Length

cell 3rd > 6

Because 1st < 10

Try these . . .

Word Position Length

cell 3rd > 6

Because 1st < 10

Constitution last = 10

Expanding a Generative Sentence

Using

Projects and Performancesto Check for Understanding

Using

Projects and Performancesto Check for Understanding

What methods do you find to be especially successful for checking for understanding?

Feedback

How am I doing?

“Feedback should

cause thinking.”

Wiliam, 2011, p. 127

Make feedback useful

Timely

Specific

Understanda

ble

Actionable

Feedback about the task

Most common type

Corrective feedback

Not useful without additional information

“You’re pointing to the right one.”

“You’ll want a transition between these two ideas in your paper.”

“Reread Section 3 of the text because you have this one wrong.”

Feedback about the processing of the task

Did you use the FOIL method to solve thatproblem?

It seems like a prediction mighthelp here, right?

Feedback about self-regulation

When you put your head down, you stopped listening

to your group members.

I think you achieved what you set out to

achieve, right?

Feedback about the self as a person

You have great stamina because I can see

You’ve been workingon this for several

minutes.I bet you’re proud

of yourself because youused that strategy

We’ve been talking about, and it’s

working for you.

Reflection

What do teachers need to know

about feedback?

How do your students receive

feedback?

How do they act upon it?

Feed forwardWhere to next?

Using what students know, and do not know, to determine what happens next.

Feeding forward involves…

Work smarter not harder.

Know the difference Know the difference

between a between a mistakemistake and and

an an error.error.. .

Know the difference Know the difference

between a between a mistakemistake and and

an an error.error.. .

• Factual errorsFactual errors• Procedural errorsProcedural errors• Transformation errorsTransformation errors• MisconceptionsMisconceptions

Identify and

catalog errors.

Recognize when

errors are global, and when they are

targeted.

• Whole class• Small group• Individual

Algebra 2

English 10

World History

US History

Step 1: Develop pacing guides

Step 2: Agree on instructional materials

Step 3: Administer common assessment

Step 4: Consensus scoring and item analysis

Step 5: Revise pacing guides, review assessments, reteach, form intervention groups

Step 1: Develop pacing guides

Step 2: Agree on instructional materials

Step 3: Administer common assessment

Step 4: Consensus scoring and item analysis

Step 5: Revise pacing guides, review assessments, reteach, form intervention groups

A Protocol for Common Assessments

Item Analysis in Sciencea) It gets its food from

the soil.

Misconception

Does not understand that nutrients are manufactured internally by the plant.

b) It turns water and air into sugar.

Oversimplification

Understands that food is manufactured internally, but does not understand that water and the carbon dioxide (from the air) are used to make sugar and oxygen.

c) It has chlorophyll to produce food.

Overgeneralization

Does not understand that some parasitic plants do not contain chlorophyll.

d) It adds biomass through photosynthesis.

Correct answer

The Takeaway

Teamwork

“Taking Formative Assessment School-wide”

Everyone: Introduction (p. 64)Divide: Steps 1-4 (pp.64-66)•Half read “Genetics Knowledge”•Half read “Pursuing Mastery in History”Everyone: Fruits of Precision Teaching (pp. 66-67)

How will you link this afternoon’s work with this process?

A Shift in Planning

I do a lot of

I do a lot of

I think about teaching the

but now…

but now…

but now…

Quality Teaching through

GRR

Feed-up, CfU, Feedback,

Feed-forward

Competencies and Standards-based

Grading for Targeted Learning

Thank you!

PPT @ www.fisherandfrey.com, click on “Resources”