Feed-up, Feedback, and Feed-Forward
PPT available at www.fisherandfrey.com
Click “Resources”
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