Feedback “for” learning

Feedback for Learning 7 Strategies• Where am I going?1. Provide and understandable vision of learning goals2. Use examples and models of strong and weak work

• Where am I now?1. Offer regular descriptive feedback.2. Teach students to self-assess and set goals

• How can I close the gap?1. Design lessons to focus on one aspect of quality at a time.2. Teach students focused revision.3. Engage students in self-reflection, and let them keep track of and

share their learning.

Feedback “for” learning

• Key for student improvement, they must have the capacity to monitor the quality of their work during the actual production; this means students: (Saddler) – Know what quality work looks like… know

where they are going– Be able to objectively compare their work to a

standard… know where they are now– Have a store of tactics to make work better…

know how to close the gap

Feedback “for” learning

• Classroom assessment features that bring about large achievement gains: (Black and Wiliam 1998)

We need assessment that results in accurate information

Descriptive rather than evaluative feedback to students

Student involvement in assessment

Accuracy + descriptive feedback + student involvement = achievement gains

Helping students understand what we mean by quality…

• Rubrics– Be explicit and public about criteria– Invest time to create a rubric to document student achievement– Conveys clearly the teacher’s intention and value; especially for

processes and products outside of class– Determines how well the work is done

• Checklists– Help students in conjunction with rubrics– Determines if a students did something, not how well it is done

• Models– Cluster quality indicators– Use a range of work for student to see the criteria develop– Guiding students toward excellence

Self-assessment of explicit criteria…

Rubric development What you currently do

What you plan to do

1. Identify important criteria prior to developing a rubric or a checklist

2. I use a variety of exemplar work to help students elicit criteria for the top level of the rubric

3. I use contrasting work to help students discover the range of performance or quality found in the rubric

4. I show and assess models with the rubric as a class activity

5. I use exemplars to help student create a “what to do and what not to do” list

feedback method…from R. Smith

Design Question #2

What will I do to help students interact with new

knowledge?

Design Question #2

What will I do to help students interact with new

knowledge?1.Interact with new knowledge2.Strategies for input of new

information3.Discussions, predictions,

represent learning and reflect on their learning

– Previewing, skimming, teacher notes, predictions, chunking, and linking to prior learning to make connections

– Represent learning and reflection on process

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1. Effective vocabulary instruction does not rely on definitions.

2. Students must represent their knowledge of words in linguistic and nonlinguistic ways.

3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

4. Teaching word parts enhances students’ understanding of terms.

5. Different types of words require different types of instruction.

6. Students should discuss the terms they are learning.

7. Students should play with words.

8. Instruction should focus on terms that have a high probability of enhancing academic success.

Thinking games for warm-up or review challenge students and test competence in a learner friendly environment.

Pyramid Game

Robert Marzano

Art and Science of Teaching

Motivation

Classroom Mgmt

Learning Goals

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Instruction

Tracking Progress

Similarities and

differences

metaphor

Formative assessment

differentiation

Declarative knowledge

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Strategies and skills

Pre-test

• Summarizing and note taking are two of the most powerful skills students can acquire.

• To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

Process Thinking

Note Making• Ideas• Thoughts• Connections

Picture

Note Taking• Specific• Detailed• From the source

Summary in own words

NOTE TAKING

Thinking Strategies Used by Proficient Readers

Comprehension

Activate Background Knowledge

Question Text

Draw Inferences

Determine Importance

RereadEmploy Fix-up

Strategies

Sensory ImagesSynthesize

to Extend Thinking

Graphic Organizers

Design Team ExamplesDQ#2

Input experiencesVocabulary

Non-linguisticPreviewingChunking

Graphic OrganizersStudent Reflection

Design Question #3

What will I do to help students practice and deepen understanding?

Design Question #3What will I do to help students practice and

deepen understanding?

1. Deepen understanding of new knowledge

2. Examine similarities and differences

3. Errors in thinking4. Academic notebooks and homework

In what ways are you providing…

Theme

The Crucible

To Kill a Mocking

Bird

John Proctor

Atticus Finch

Elizabeth Proctor

Miss Maudie

Rebecca Nurse Calpurnia

Mary Warren Mayelle

Rev Paris

Bob Ewell

Individual conscience

guides decision

Recognizing strength in a

man

Understanding Children

Lies out of fear

Fears blame and scapegoat

Theme

The Crucible

To Kill a Mocking

BirdSalem 1692

closed society,

conformity, fear

1930's hard time, poor, prejudice,

conformity, fearplay based

upon real trial -

McCarthy hearings -

Miller Accused

Novel, fiction,

best picture, Harper Lee like Scout

sympathetic to understanding

sympathetic to understanding

lang of time and dialogue

point of view - child

growing

crucible, light, dark

watch, birds,

flowers

Setting

Genre

Tone

Technique

Symbols

Analogy graphic organizer

• Thermometer is to temperature

• Relationship measures incremental changes

• As odometer is to distance

Analogy…

• Bone is to skeleton as word is to _____.

• Inch is to foot as millimeter is to _____.

• Rhythm is to music as ____ is to _____.

• Rhythm is to music as ____ is to skateboarding.

Which is it?

1. Faulty logic

2. Attacks

3. Weak reference

4. Misinformation

Consider the following…what feedback might you offer the following 10 year old author, Kelly R.

How soccer balls are made

• A soccer ball is made to kick fast and straight. Soccer balls are usually made in China, India, or Pakistan. Soccer balls are synthetic materials. Synthetic materials are made from oil. A lot of soccer balls we use are made from kids that are forced to make them. Some Indian kids instead of going to school or playing are paid 5 cents an hour to sew the balls including the ones that say “child-labor free” See http://laborrights.org/stop-child-labor.

» Written by 10 year old Kelly R.

Predictor of success…

Success is in error recovery

noterror avoidance

… resiliency is a predictor of success

HOMEWORK

Generalizations from the research:

1. The amount of homework assigned to students should be different from elementary to high school.

2. Parent involvement in homework should be kept to a minimum.

3. The purpose of homework should be identified and articulated.

4. If homework is assigned, is should be commented on.

When your child has worked hard but cannot complete the assignment in a reasonable time, and you are thinking about sitting down and helping her…….STOP. Get out a piece of paper and write the teacher a note….

Dear Ms. Curie,

Sally has worked hard for one hour on this assignment and cannot complete it. I told her to stop and assured her that she had completed her homework for tonight. She doesn’t really understand how to read bar graphs yet so she can’t go on. Please let me know if there will be more instruction in class or if she needs to come in for extra help.

What’s the purpose of homework?

• Practice– Structured around familiar content– NOT Practice Makes Perfect but

PERFECT Practice Makes Perfect.

• Preparation or Elaboration– Begin thinking about a concept

before studying it in class– After studying, ask students to

elaborate.

Format for homework that clarify purpose:

Subject: ______________________________________

Due Date: ____________________________________

What I have to do tonight:______________________

_____________________________________________

_____________________________________________

Purpose of the assignment:______________________

_____________________________________________

What I have to already know or be able to do in order to complete the assignment: _____________________

______________________________________________

______________________________________________

Research Connection

Involving students in assessment and increasing the amount of descriptive feedback while decreasing evaluative feedback, increases student learning significantly.

Black and Wiliam, 1998

Design Question #4

What will I do to help students generate and test

hypothesis?

Learning Goals for Design Question #4 Gain an understanding of the ways students

make claims, support assertions with evidence and make hypothesis to promote higher order thinking

Review examples of purposeful and authentic problem solving lessons within your grade level and subject area promoting student decision making skills

Examine the rubrics, exemplars and models used to exemplify excellence in the problem solving learning process

What I think is true?What I actually observed?

FRAMEWORK FOR NEW IDEAS

• Support claims

• Valid claims

• Qualifiers

• Assertions

• Evidence

Common Beliefs•Already known•Confusion or contradictions•Plausible contradictions

What I think is true?What I actually observed?

• Prediction

• Test Prediction

• See if it is accurate

• Actually happened?

• Come true?

• Has my thinking changed?

What I think is true?What I actually observed?

Process

1. Goal: what are you looking for

2. Obstacle: what is in the way

3. Options: consider options and variables

4. Solution: action steps needed

5. Prediction: timeframe and feasibility

6. Change: possible outcomes