Feed-up, Feedback, and Feed-Forward

PPT available at www.fisherandfrey.com

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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