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
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 #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
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
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?
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