Effective Feedback - Home - Laurens County Schools

Effective Feedback - Home - Laurens County Schools

o! g y to b! a W t Jo the a e Gr up p k!

e r o Ke dw o o g Effective Feedback ELHS 9/17/

2 013 Standards #3 INSTRUCTIONAL STRATEGIES- The teacher promotes learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students acquisition of key knowledge and skills. #5 ASSESSMENT STRATEGIES- The teacher systematically chooses a variety of diagnostic,

formative and summative assessment strategies and instruments that are valid and appropriate for the content and student population. Essential Questions 1. What is the purpose of feedback in a classroom? 2. What at the two types of feedback? 3. What are the five characteristics of EFFECTIVE standards based feedback?

OUR LEARNING TARGET We will develop procedures to incorporate the use of effective, standards-based teacher feedback that will increase student understanding and learning. What is the purpose of feedback in a classroom? Help students identify where they are now

with respect to where they are going To provide correction to current and future work To prompt further learning To maximize the chances that student achievement will increase Feedback is effective when it consists of information about progress, and/or about how to proceed. In a nutshell, it acts like a GPS telling them how close they are to the target and what steps

they can take to reach it. Hattie & Temperley, 2007. Students must be able to relate the feedback to the cause of their poor performance. Unclear evaluative feedback, which fails to clearly specify the grounds on which students have met with achievement success or otherwise, is likely to exacerbate negative outcomes, engender uncertain self-images and lead

to poor performance. Hattie and Timperley 2007 In order to give effective feedback, you must KNOW the standard being assessed. What words are key to include in feedback? ELA ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an

objective summary of the text. In order to give effective feedback, you must KNOW the standard being assessed. What words are key to include in feedback? MATH MCC9 12.A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

In order to give effective feedback, you must KNOW the standard being assessed. What words are key to include in feedback? SCIENCE SB2. Students will analyze how biological traits are passed on to successive generations. 0 a. Distinguish between DNA and RNA. 0 b. Explain the role of DNA in storing and transmitting cellular information. In order to give effective feedback, you

must KNOW the standard being assessed. What words are key to include in feedback? SOCIAL STUDIES SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. 0 a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire. 0 b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotles pupil Alexander

the Great and the impact of Julius and Augustus Caesar. In order to give effective feedback, you must KNOW the standard being assessed. What words are key to include in feedback? Ag Science AG-BAS-3: The student distinguishes between types of environmental natural resources and draws conclusions about human impact on the environment. 0 a. Defines environmental and natural resources.

0 b. Explains ecosystems and the interrelationship of natural resources. Prompts I see you have included______ which proves_______ Now, lets see if you can What you have written is____ because Your strategy worked for _____ but it didnt lead to ____ All of the information you gave about ______ is accurate except___ Your prediction is valid. What did you base your

decision on? You have included all the steps required in ______. What are the two types of feedback? Standard based feedback that directs attention to the intended learning does so by focusing on characteristics of the work the student has done or on a characteristic of the process used. It points out what a student has done well- SUCCESS FEEDBACK

It gives specific information to guide improvementINTERVENTION FEEDBACK Success or intervention? You got all of the questions on parallel and perpendicular lines correct. The information you found is important to your topic and answers questions the reader is likely to have. You had some trouble with the differences between isosceles and scalene triangles. This ruler is too short to draw the lines you need. Try using a 12-inch ruler.

The table you drew really shows the process of mitosis well. Success or intervention? The meaning of the paraphrased information in paragraph 3 does not come through clearly enough yet. What might you do to make it clearer? Try putting your arguments in the graphic organizer for persuasive writing and look for holes. All of the information you gave about the Ottoman empires fall is accurate and clearly stated.

Please recheck your facts about English settlements. Some of your statements are not true for all cases. Success Feedback should Identify what is done correctly. Describe a feature of quality present in the work. Point out effective use of strategy or process. Intervention Feedback should

Identify a correction. Describe a feature of quality needing more work. Point out problem with strategy or process. Offer a reminder. Make a specific suggestion for improvement. Ask a question for clarification. 5 Characteristics of Effective Standard Based Feedback 1. Directs attention to the intended learning, pointing

2. 3. 4. 5. out strengths and offering specific information to guide improvement. Occurs during learning, while there is time to act on it. Addresses partial understanding. Does not do the thinking for the student.

Limits correction information to the amount of advice the student can act on. Research Article Hypothesis Was the hypothesis proven to be true? Adolescents who believe intelligence is malleable will demonstrate persistence in the face of setbacks and will outperform those who believe intelligence is a fixed trait.

For our next meeting Bring examples of student work and your feedback. Resource: Seven Strategies of Assessment for Learning, Jan Chappuis, Pearson

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