leadership for the common core in mathematics, university of wisconsin-milwaukee 2013-2014...
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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Providing Students with Effective
Feedback
Common Core Leadership in Mathematics (CCLM)
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
We are deepening our understanding of why feedback is a formative assessment strategy.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
What is Feedback?
“Research has shown that effective feedback is not a discrete practice, but an integral part of an instructional dialogue between teacher and student, (or between students, or between the student and him/herself).”
From “Providing Students with Effective Feedback”
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
What is Feedback?
For review, what do you remember about the structure of providing feedback?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Effective Feedback Directs Attention to the Intended Learning
Points out what the student has done well (success feedback) and gives specific information to guide improvement (intervention feedback).
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Effective Feedback Directs Attention to the Intended Learning
Success feedback pages 57-58• Identify work done correctly.• Describe a feature of quality that is present in the work.• Point out effective use of a strategy or process.
Intervention Feedback pages 58-59• Reminder• Suggestion• Question
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback is Based on the Assessment Plan
A Formative Assessment Plan (Blueprint) for a cohesive set of lessons:
• Learning Targets aligned to a Common Core Standard• Type of Target (e.g., knowledge, reasoning, or skill)• Lesson(s) that develops the mathematics embedded in the
target• Assessment Aligned to Target (what data will you collect that
shows evidence of student learning)• Students’ Monitoring their Learning of the Mathematics in
the Target
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Homework: Descriptive Feedback
Homework:
Deepen our understanding of the importance of basing student feedback on our assessment blueprint and the evidence of student learning.
Tonight, in groups of 3, you will share your work.
Purpose: To practice descriptive feedback to a learning target as part of the formative assessment cycle.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Practicing Feedback
Teacher 1 (presenting teacher)• Sharing Set A papers (about 7 min.)
– Share the Standard, Learning Target, and the assessment question. Share different ways a student might answer the question showing evidence of understanding.
• Sharing Set B papers labeled student #1, #2, and #3 (about 13 min.)
a) Student #1, teachers study and write feedback on a post-it note.
b) In turn, teachers share and discuss feedback for student #1. Then, presenting teacher shares feedback for student #1 from their Feedback Table.
c) Presenting teacher fills out the “In Class Learning” column for student #1, while other two teachers provide feedback for student #2.
d) Repeat Steps b and c
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Characteristics of Effective Feedback
1. Directs attention to the intended learning
2. Occurs during learning
3. Addresses partial understanding
4. Supports student thinking; feedback does not do the thinking for the student
5. Provides the amount of advice a student can act on
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Closing
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
We are deepening our understanding of why feedback is a formative assessment strategy.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Homework: Due April 29th
In your binders, take out:
Formative Assessment: Classroom Assessment System Project
Purpose: The purpose of this assignment is to reflect on your math assessment system through the lens of the Strategies of Assessment for Learning.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Homework: Due April 29th
Choose one of the strategies that are in bold font. Write a vignette, similar to those in our assessment textbook, explaining how this strategy has changed your own assessment practices or your work with other teachers.
Vignette Example:
I used to…
Now I…
Why I changed…
What I notice as a result…