Feedup Feedback and FeedForward Nancy Frey Ph D

Feed-up, Feedback, and Feed-Forward Nancy Frey, Ph. D SDSU/HSHMC PPT available at www. fisherandfrey. com Click “Resources” Feed Up Back Forward Champaign

TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The sudden release of responsibility TEACHER RESPONSIBILITY “I do it” Focus Lesson Independent “You do it alone” STUDENT RESPONSIBILITY Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

DIY School TEACHER RESPONSIBILITY (none) Independent “You do it alone” STUDENT RESPONSIBILITY Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Time for a Story January 2006

sm en t TEACHER RESPONSIBILITY Focus Lesson Fo rm ati ve As s es Guided Instruction “I do it” Collaborative “We do it” “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Shifts in Thinking What am I HOW going to teach? What are the students going to do? What are the students going to teach? LEARN ?

What shifts have you witnessed in the profession regarding instruction and assessment? How have these shifts impacted your own practice?

Today’s Purposes Consider a formative assessment system that feeds information up, back, and forward Link formative assessment to quality instruction and standards-based grading Examine leadership qualities necessary for this effort Discuss these concepts with professional colleagues

Comparing Formative and Summative Assessments

Why? “…formative assessment practices greatly increased the achievement of low-performing students, in some cases to the point of approaching that of high-achieving students. ” Chappuis, 2009

How? • Formative assessments create a learning path for students to reach summative assessments, and increase achievement in standards-based grading systems.

Formative Assessment : Where is your school? d n a t h ti. i a c. r d a t n i e n e o t t t a t n g i e o e. s t n b r i e s e y k v l g r d d ? e e n t i o i i n a e l t t u e w e s r on i e b e e t g e r e ’ W e e’ ha w r e m W o e’ W W s W. t i t

Want to motivate students? Build their sense of competence.

Feed up: establishing purpose Check for understanding: daily monitoring Feedback: providing information about success and needs Feed forward: using performance for “next steps” instruction and feeding this into an instructional model Fisher & Frey, 2009, Hattie & Timperley, 2007

Feed Up Establishing Purpose: Why are we doing this anyway?

A clearning target establishes criteria for success

Two Components: Language Purpose Content Purpose

Student Accountability is Established Through Daily Purpose