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