Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014...

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.


Providing Students with

Effective Feedback

Common Core Leadership in Mathematics (CCLM)


Assessment Strategies

Refer back to your CCLM binder:

Seven Strategies of Assessment for Learning

Focus is on Feedback


Formative Assessment: Dylan Wiliam

• University of London• Emeritus Professor of Educational

Assessment• Known for his Work on Formative

Assessment and Student Achievement

http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp


Formative Assessment

Take notes on important ideas from Dylan on Formative Assessment.

You will engage in a collegial reflective conversation on the critical messages from Dylan Wiliam on Formative Assessment.

http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp


Practicing Coaching Skills

1. Listening

* autobiographical, solution, expert

2. Paraphrasing

* clarifying, organizing, shifting

3. Probing/questioning

* invitation, cognition, content


Learning Target

We are learning to give descriptive feedback based on the assessment blueprint and the evidence of student learning.

Key question; “What does this student need at this point in their learning?”


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”


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)• Description of Lesson• Description of 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


What Does Research Say?

“Feedback seems to work well in so many situations that it led researcher John Hattie (1992) to make the following comment after analyzing almost 8,000 studies:

‘The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback.’”

~ Robert Marzano


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


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).

Look at intervention feedback on pgs. 58 and 59. Is the feedback a reminder, a suggestion, or a question?


Effective Feedback Directs Attention to the Intended Learning

Look at success feedback on pgs. 57 and 58.

Does the feedback…

1) Identify work done correctly.

2) Describe a feature of quality that is present in the work.

3) Point out effective use of a strategy or process.


Feedback and Self-Efficacy

Fixed or Growth Mindset?

Do students believe their intelligence is a fixed trait or something they can develop?


Feedback Correlated to Fixed and Growth Mindsets

“All great teachers teach students how to reach the high standards.”

-Carol Dweck, Mindset

“Comments emphasizing learning goals have been repeatedly shown to lead to greater learning gains than comments emphasizing self-esteem.”

-Ames, 1992; Butler, 1998; Hattie & Timperley, 2007


Feedback on Learning: Dylan Wiliam

As you watch the video clip, Feedback on Learning, listen for the two types of feedback Dylan Wiliam describes:

1) Ego Involvement

2) Task Involvement

In what ways do the concepts of ego and task involvement relate to fixed and growth mindset?

http://www.journeytoexcellence.org.uk/videos/expertspeakers/feedbackonlearningdylanwiliam.asp


There is No Formula for Feedback

Use your judgment.

Feedback:• Usually includes both success and intervention remarks• Usually has a focus on targets but does not have to be

limited to specific learning target

Ask yourself, “What does this student need at this point in their learning?”• Will the student understand the feedback?• Can the student take action on the basis of the comment?• Can feedback support partial understanding or is reteaching

needed?


Learning Target

We are learning to give descriptive feedback based on the assessment blueprint and the evidence of student learning.

Key question; “What does this student need at this point in their learning?”

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