No more mystery bus tours
Transcript of No more mystery bus tours
No More Mystery Bus No More Mystery Bus ToursTours
Digging DeeperDigging Deeper
last year – deconstructing 1.5 – 1.9 last year – deconstructing 1.5 – 1.9 to understand questioning, to understand questioning, consistency in moderated markingconsistency in moderated marking
Movement towards Learning Goals, Movement towards Learning Goals, Success Criteria and feedbackSuccess Criteria and feedback
Differentiated by divisions (e.g. Differentiated by divisions (e.g. intermediates guided reading) intermediates guided reading)
Shift in timing – division makeup Shift in timing – division makeup
The Focus of Our The Focus of Our Feedback WorkFeedback Work
Intentionality increasesIntentionality increases
Have-a-goHave-a-goSpecificitSpecificity y develops develops – – thinkingthinking
Meta- Meta- cognitioncognition
OwnershiOwnershipp
What it Sounds Like, Looks What it Sounds Like, Looks LikeLike
SpecificitySpecificity – “What is it that the author wants you – “What is it that the author wants you to know, but doesn’t tell you?” to know, but doesn’t tell you?”
““Why is your connection important to the author’s Why is your connection important to the author’s message?” message?”
““How do you know that your evidence supports How do you know that your evidence supports the question?” the question?”
What do we mean by more detail? What do we mean by more detail? Meta-cognitionMeta-cognition – numbering of SC, feedback logs – numbering of SC, feedback logs
self/peer/teacherself/peer/teacher OwnershipOwnership – state the feedback in your own – state the feedback in your own
words, model using feedback, words, model using feedback, assessment/instruction connectionassessment/instruction connection
Document cameras Document cameras
Supporting the MathSupporting the Math
PRIME trainingPRIME training Co-teaching lessonsCo-teaching lessons CIL-M CIL-M Supporting highlightsSupporting highlights
and Summariesand Summaries
Feedback in MathFeedback in Math
Co-constructed with Coldwater Co-constructed with Coldwater teachers during CIL-Mteachers during CIL-M
Considered process expectations, Considered process expectations, Achievement Chart categories, Achievement Chart categories, Polya’s problem solvingPolya’s problem solving
Student-friendly wording Student-friendly wording
Inquiry ModelInquiry Model
Accountable talkAccountable talk Higher level questioningHigher level questioning ForFor and and AsAs feedback feedback Guided readingGuided reading
How do we provide opportunities for How do we provide opportunities for students to ‘fail-safe’ students to ‘fail-safe’
What effects does accountable talk What effects does accountable talk have on student performance and have on student performance and student efficacy?student efficacy?
What is the bigger question? What is the bigger question? What is the ‘difference that is What is the ‘difference that is
making a difference’? making a difference’?
We Wonder….We Wonder….