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Feedback on Speaking and Listening Session 4A, November 2013 NTI

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Introductions• Introduce yourself to your table. Give your name, role and

school.

• Also, tell which one of the following best describes you: (1) I believe basic qualities, like intelligence and talent are

fixed traits.

(2) I believe basic qualities like intelligence and talent can be enhanced through dedication and hard work

(3) I am somewhere in the middle, I think it depends on the

skill or I am not sure.

Turn and Talk to a Partner

• Turn to an elbow partner at the table and share your thoughts on one of the following:

What is talent and how important is it? OR

What lies behind great achievement?

Learning Target• I can provide growth-producing feedback to

support teachers in building collaborative classrooms.

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A special norm for this session

• Be mindful that this room represents people who have different mindsets. We are all in a time of great change. Today, we are looking at ourselves as teacher leaders and seeking to create a culture that promotes positive change.

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A quote to ground our work for this session

• Read to yourself:

• “Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about intelligence, your talents, your personality. Are these qualities simply fixed traits carved in stone and that’s that? Or, are they things you can cultivate throughout your life?”

Carol S. Dweck, PhD. Mindset.<http://mindsetonline.com/whatisit/about/>.

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Growth vs. Fixed Mindset• Read about the two mindsets on “The Impact

of Mindsets on Creating a Culture of Achievement.”

(p. 101)

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Back to Back and Face to Face

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Please listen carefully for your directions and discussion prompts

Preview the Tool• Preview the Daily New York CCSS Instructional

Practice Guide. Elementary p. 108-109 Secondary p. 104-105

• This is the tool that you will use to “collect evidence” as you watch a video of a classroom in action.

Elementary p. 108-109• Specifically today you will collect evidence in the

“Evident in Each Lesson” section but become familiar with the entire tool.

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Watch a lesson and collect evidence

• You will watch a video of a co-taught classroom.

• Collect evidence on the “New York CCSS Instructional Practice Guide” in the “Evidence Observed or Gathered-Notes” section.

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Writing feedback• Using the evidence you just collected to guide

your thinking and writing, prepare growth- producing feedback for one of the teachers in the lesson.

• You will have 10 quiet minutes of reflection and writing before participating in a peer critique protocol.

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Praise-Question-Suggestion

• Praise-Question-Suggest Protocol (p. 110-111)

• You will share your growth-producing feedback in triads at tables.

• The triads will rotate roles, with every person having an opportunity to present, facilitate, and timekeep to ensure that all voices are heard.

Revise• This is quiet revision time.

• Reflect on the feedback you received from your triad and revise your feedback before you practice delivering the feedback to a partner.

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In pairs…• Now find a partner who was not in your triad.

• You will practice delivering the feedback that you drafted and revised.

• Each person will have 4 minutes to practice delivering feedback.

• Take the role you are playing seriously. One person in the pair is the teacher receiving the feedback and the other person is the coach/leader giving the feedback.

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Read a Sample• Read the “Sample Growth-Producing

Feedback” provided. (p. 111-113)

• Compare this sample feedback to your feedback.

• What do you notice and wonder?

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Discussion at tables• Discuss the process of gathering evidence,

writing, reflecting and getting peer critique on their feedback. How has this process helped you as a teacher leader?

• What “take-aways” or “aha”moments did you have that will guide your work in creating a positive culture of growth and building collaborative classrooms, when returning to school or district?

• How did the protocols support your learning?

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Reflect and Journal • I can provide growth-producing feedback to

support teachers in building collaborative classrooms

• Reflect in writing in your journals about the learning target. Be sure to think about how you will be helping teachers to “build collaborative classrooms.”

(p . 114)

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