Looking at Student Work Looking at student work

Looking at Student Work “Looking at student work is a way to move out of complacency. Looking at student work brings you face to face with your values. ” Daniel Baron

Reasons for Looking at Student Work • • • Identify strengths and shortcomings of the work. Diagnose, identify or monitor student needs. Align curriculum, instruction and assessment with student needs. Ensure that all students have equal access and opportunity to succeed. Guide curriculum development and refinement. Improve teaching. Assess the merits of programs. Assess the extent to which standards are addressed. Determine how students compare to outside norms.

What are Protocols? • Clear, agreed-upon guidelines for conversation. • Collaborative in nature. • Focus can be teacher or student work. The examination of student work can be one of the most powerful ways to improve the quality of teaching. Learn how to help teachers use student work to inform their practice. Use your Professional Learning Communities to make it easier for teachers to learn from their students’ work.

Action Planning QUESTIONS WHO (Who participates? ) WHAT (What gets done? ) WHEN (When do we meet and for how long? ) WHERE (Where will we meet? ) WHY (What is the purpose of our time together? ) RECORDKEEPING (Should we keep minutes? If yes, then who will keep the notes and what will be recorded? ) TRUST (How do we build a high trust team to do this work? ) IMPLEMENTATION IDEAS

Scheduling Time for Looking at Student Work • 1. How are you finding time for PLC/LASW? • • • Common Planning Time Faculty Meetings Study Teams PD days/time Other? ______________ 2. How do you build groups to work as a PLC? • • Departments/Grade Level Teams Mixed Groups Specialists Other? ______________

Pre-work (Preparing for the Experience) • Determine WHO will participate. • Determine the subject area and the grade level/ department. (This process can be used with teams at all grade levels for all subjects. ) • Identify the “presenting teacher(s). • Ask him/her/them to bring the student work samples. Bring the work of 5 -8 students. (The amount of data will depend upon the purpose of the session. ) • Bring enough copies of the student work so that each of the participants has a complete packet. • If there is a rubric that was used to score the work, bring a copy of the rubric for each participant. • Bring the lesson plan that was used for the lesson if it is available.

Steps in the Process • Roles are assigned • Questions and discussions • Presenting teacher’s description and information • Implications for teaching and learning • Reflection on the process

Roles The facilitator’s role • Keeps the group focused • Knows and follows the process • Asks for clarification and specificity when evaluations are being made and questions are being raised • Redirects questions during the discussion of implications to the speaker’s practice

Roles The participant’s role • Read the work • Recognize and comment on what the student knows • Discuss implications for teaching and learning • Reflect on the conference The presenting teacher role • Make notes about questions and comments about the student work • Listen to the discussion • Make a choice about responding to questions and comments from participants

Looking Together at Student/Teacher Work Protocols from the book, Looking Together at Student Work, by Tina Blythe, David Allen and Barbara Schieffelin-Powell

Two Processes for Looking at Student Work Protocols from the book, Looking Together at Student Work, by Tina Blythe, David Allen and Barbara Schieffelin-Powell Looking Together at Student Work, Tina Blythe, David Allen, Barbara Schiefflin Powell Purpose Role of Description, Interpretation, and/or Evaluation Presentation of the Context for the Student Work Kinds and Amount of Student Work Typically Shared Tuning Protocol To develop more effective exhibitions, projects and assessment tasks. To develop common standards for student’s work. To support teachers’ instructional practice through focusing on student performances. Primarily evaluation: The process asks participant to provide “warm” and “cool” feedback on the student work samples and exhibition or project designs. Context presented initially: At the beginning of the session, the presenting teachers typically provide descriptions (including documents) of the assignment, scoring criteria, and reflections from students and others. Kinds of pieces: Most often used to look at work deriving from an exhibition or long-term project or portfolio. Sample work may include brief video clip of student presentation as well as written and visual samples. Number of pieces: Typically used with work from several students. May also be used with a single sample. Collaborative Assessment Conference To learn more about students’ goals: the problems and issues they choose to focus on in the course of an assignment. To learn more about the strengths and need of a particular student. To reflect on and gather ideas for revising classroom practice Primarily description, with some interpretation: The process asks participants to describe the student work, to ask questions about it, and to speculate about problems or issues in the work that the student was most focused on. Context withheld until middle of process: The presenting teacher does not describe the context for the work until after participants have looked carefully at it and formulated questions about it. Kinds of pieces: Most often used to look at student work drawn from student portfolios (e. g. , a piece of art work or a sample of daily class work. ) Works best with open-ended assignments (as opposed to worksheets. ) Number of pieces: Most often used to look at one or two pieces of work from a single student. May also be used with multiple samples. 11

Date: Introductions. Review protocols. Introduce the Teacher Presenter and the work that will be shared. Facilitator 6 I Teacher Presenter describes the context for student work. Review assignment/scoring rubric. Teachers may choose to share the lesson plan that was used. Teacher presenter sets expectations for feedback. Teacher. Presenter 7 D Participants ask clarifying questions. Facilitator might save some questions for the warm/cool feedback (if a question needs more that a brief answer). Presenting Teacher shares planning information or resources used to prepare the lesson/unit. I Share and review samples of student work. Work might be original or copied pieces of writing or video clips of presentations. Participants reflect on what they would like to contribute to the feedback session. Encourage participants to work quietly during this step. D Remind participants of the focusing question(s). Participants share ideas about the student work providing “warm” and “cool” feedback. Facilitator focuses and clarifies. Facilitator, Team 9 A Determine action plan for Teacher Presenter. Consider whether the dialogue has implications for the work of others in the group. How will the ideas generated influence the work of the all participating teachers? Team 5 D Debrief. Summarize outcomes. Define next steps. Schedule next LASW meeting. Identify next Teacher Presenter. Next meeting: _____________ Facilitator 2 Welcome I Teacher Presentation Warm and Cool Feedback Plan of Action Debrief Wrap Up, Next Steps Participants: Time I/D/A Examination of Student Work Samples Time: Location: Person Responsible Topic Clarifying Questions Modified Tuning Protocol (45 minutes) Desired Outcome Team 6 Team TOTAL 10 12 45

Topic Welcome Teacher Presentation Clarifying Questions I/D/ A Person Responsible Time I Introductions. Review protocols. Introduce the Teacher Presenter and the work that will be shared. Facilitator 6 I Teacher Presenter describes the context for student work. Review assignment/scoring rubric. Teachers may choose to share the lesson plan that was used. Teacher presenter sets expectations for feedback. Teacher. Presenter 7 D Participants ask clarifying questions. Facilitator might save some questions for the warm/cool feedback (if a question needs more that a brief answer). Presenting Teacher shares planning information or resources used to prepare the lesson/unit. Team 6 Desired Outcome 13

Topic Examination of Student Work Samples Warm and Cool Feedback Plan of Action Debrief Wrap Up, Next Steps I/D/ Desired Outcome A Person Resp. Time Team 10 I Share and review samples of student work. Work might be original or copied pieces of writing or video clips of presentations. Participants reflect on what they would like to contribute to the feedback session. Encourage participants to work quietly. D Remind participants of the focusing question(s). Participants share ideas about the student work providing “warm” and “cool” feedback. Facilitator focuses and clarifies. Facilitator Team 9 A Determine action plan for Teacher Presenter. Consider whether the dialogue has implications for each participant. How will the ideas generated influence the work of the all participating teachers? Team 5 D Debrief. Summarize outcomes. Define next steps. Schedule next LASW meeting. Facilitator Identify next Teacher Presenter. Next meeting: ___________ 2 14

Tuning Protocol for Peer Review TOPIC DESIRED OUTCOME PERSON RESP. TIME Introduction I Introductions. Discuss progress. Review protocols. Facilitator 5 Teacher Presentation I Teacher presenter describes the context for student work. Review assignment/scoring rubric. Teacherpresenter 15 Clarifying Questions D Team Share and review samples of student work--may be original or copied pieces of writing or video clips of presentations. Facilitator might save some questions for the warm/cool feedback (if a question needs more than a brief answer. ) Ask questions about the teacher preparation for the lesson that led to this student work. Examine Student Work Samples D Participants silently reflect on what they would like to contribute to the feedback session. Team 15 Reflect on Feedback D Remind participants of the focusing question(s). Participants share feedback while the teacher-presenter is silent. Team 3 Warm ad Cool Feedback D Teacher-presenter speaks to those comments/questions he or she chooses to address. Facilitator focuses and clarifies. Facilitator, Team 15 Plan of Action A Determine action plan for teacher presenter. Consider whether the dialogue has implications for the work of others in the group. How will the ideas generated influence the work of the teacher? Teacherpresenter 13 Debrief D Facilitator leads an open discussion on the tuning experience: What went well? What questions did the process raise? Team 10 Next Steps/ I Summarize, define next steps. Next meeting: Team 7 Facilitator 2 TOTAL 90 min. 5

TOPIC Tuning Protocol for Peer Review (Blythe , et. al. ) I/D A DESIRED OUTCOME PERSON TIME RESP. Introduction I Introductions. Discuss progress. Review Facilitator 5 protocols. Teacher Presentation I Teacher presenter describes the context for student work. Review assignment/scoring rubric. Clarifying Questions D Share and review samples of student work Team --may be original or copied pieces of writing or video clips of presentations. Facilitator might save some questions for the warm/cool feedback (if a question needs more than a brief answer. ) Ask questions about the teacher preparation for the lesson that led to this student work. 5 Participants silently reflect on what they would like to contribute to the feedback session. 15 Examine D Student Work Samples Teacherpresenter Team 15

TOPIC I/D A DESIRED OUTCOME PERSON TIME RESP. Reflect on D Feedback Remind participants of the focusing question(s). Team Participants share feedback while the teacherpresenter is silent. Warm ad Cool Feedback D Teacher-presenter speaks to those comments/questions he or she chooses to address. Facilitator focuses and clarifies. Plan of Action A Teacher. Determine action plan for teacher presenter. Consider whether the dialogue has implications presenter for the work of others in the group. How will the ideas generated influence the work of the teachers? Debrief D Facilitator leads an open discussion on the tuning experience: What went well? What questions did the process raise? Team 10 Summarize, define next steps. Next meeting: ___________ Team Facilitator 7 Next Steps/ I 3 Facilitator, 15 Team TOTAL 15 17 90 min.

TOPIC I/DA DESIRED OUTCOME PERSON TIME RESP. Reflect on Feedback D Remind participants of the focusing question(s). Participants share feedback while the teacher-presenter is silent. Team 3 Warm ad Cool Feedback D Teacher-presenter speaks to those comments/questions he or she chooses to address. Facilitator focuses and clarifies. Facilitator, Team 15 Plan of Action A Determine action plan for teacher presenter. Teacherpresenter Consider whether the dialogue has implications for the work of others in the group. How will the ideas generated influence the work of the teacher? Debrief D Facilitator leads an open discussion on the tuning experience: What went well? What questions did the process raise? Team 10 Next Steps/ I Summarize, define next steps. Next meeting: ___________ Team Facilitator 7 TOTAL 15 18 90 min.

Norms • • Begin and end on time. Listen actively. Maintain positive intentions. Focus on the presenting teacher and the desired outcomes.

Teacher Presentation • Teacher presenter describes the context for student work. The teacher presenter defines the “guiding question, ” the desired outcome for the PLC review of student work. • Present the assignment. • Present the scoring rubric.

Clarifying Questions • Participants ask clarifying questions. If you run out of time for clarifying questions, the facilitator might save some questions for the warm/cool feedback (if a question needs more that a brief answer. )

Examination of Student Work Share and review samples of student work. (It might be original or copied pieces of work, video clips of presentations, or other work. ) • Participants reflect on what they would like to contribute to the feedback session. • Use the following guiding questions as you look at the student work.

Kinds of Questions About the quality of student work ü Is the work “good enough”? ü What is “good enough”? ü In what ways does this work meet or fail to meet a particular set of standards? About teaching practice ü What do the students’ responses indicate about the effectiveness of the prompt or the assignment? ü How might the assignments be improved? ü What kinds of instruction support high quality student performances?

Kinds of Questions About students’ understanding ü What does this work tell us about how well the student understands the topic of the assignment? ü What initial understandings do we see beginning to emerge in this work? About students’ growth ü How does this range of work from a single student demonstrate growth over time? ü How can I support student growth more effectively? About students’ intent ü On what issues or questions is this student focused? ü What aspects of the assignment intrigued this student? ü Into which parts of the assignment did the student put the most effort? ü To what extent is the student challenging her/himself? In what ways?

Warm and Cool Feedback • The Peer Review or Tuning Protocol deliberately cultivates and juxtaposes: – Warm responses that are supportive and empathic, and that emphasize the promise of a learning experience. – Cool responses that are questioning and comparative, and that emphasize the ways in which the learning experience might be enriched*. * Joseph P. Mc. Donald, "Three Pictures of an Exhibition: Warm, Cool, and Hard, " Phi Delta Kappan, February 1993, pp. 480 -485.

Warm and Cool Feedback • The deliberate effort to keep warm and cool feedback separate and in balance can seem needlessly artificial. • But this is beneficial because it allows us to: – Seek out deeper levels of promise and shortcoming. – Give each kind of response its due. – Examine and discuss the actual work of students and teachers in a safe environment.

Warm Comments Warm, positive feedback consists of supportive, encouraging, appreciative questions, statements and comments about the work, ideas, issues presented that begin dialogue.

Warm Comments – When giving "warm comments" you may want to try to use a two-part format: 1. Some introductory phrase that indicates that this is a “warm” comment. 2. Some reason or explanation about what the commentator valued about the work. As a facilitator, emphasize the importance of giving reasons. – Comments like "Hey, nice lab!" or "Great homework assignment!" do not provide enough meaningful feedback for the teacher presenter. – Be generous. Begin with a positive intention and positive presupposition.

Examples of "Warm Comments" – The strengths of this work are… – The activity that triggered this assignment was very well aligned with the ____ standard. – It was clear that the students understood the rubric that was being used because there was evidence… – The interdisciplinary approach here is particularly effective. You incorporated… and… – This is an innovation on a classical strategy. . . I appreciate how you started with… and then shifted to… – With these clear and simple directions, everyone will be able to do what you have asked. – This is exciting because it involves examples that are "real world" to kids. When you…it allowed… – It is obvious that you allowed for higher level thinking when you… – I was delighted to see the historical reference, because that's one of our standards we focus on the least with kids.

Cool Comments Cool feedback: – – Offers different ways to think about the work or issues presented. Raises questions. Challenges and extends the person’s thinking. Raises concerns. Cool comments and questions generally follow "warm" feedback. "Cool" comments can run the gamut and may include: – Pointing out where a rule was not followed (as in writing a multiple choice question based on state standards). – Begging a philosophical discussion. – Prompting a decision by the group.

Cool Comments Cool feedback allows a person to constructively question and voice concerns about the work/issue. When providing cool comments: – – – Focus on one suggestion at a time. Be constructive. Open up "possibilities" and options. Analyze and make connections. Avoid implying "You should…” or “You should not…"

Examples of "Cool Comments" • Some examples of introductory phrases for "cool" comments: – What are you considering with regard to… – Have you thought about… – I wonder. . . – What if you. . . – What connections have you made (to real world, other concepts, other disciplines, etc. )…? – Here are some strategies that would address … – What might add clarification to… – To align more closely with the standards, what if… – Might students interpret this as. . . – What do you think would happen if…? – Here are three possibilities. . .

Tendencies There is a tendency on the part of some reviewers to "fix" the problem, or offer suggestions to fix a problem and sometimes the group offers spontaneous suggestions to the teacher presenter to do this fixing. It is the intention of the Tuning Protocol for the teacher presenter to be in control of the comments that are made, making the professional judgment to take or reject any or all of the suggestions. There is also a tendency on the part of the group to enter into more detailed dialogue about the comments, with a give and take occurring between reviewers and teacher presenter. In the formal Peer Review Process when "Warm and Cool" comments are used, there are specific rules about who talks, when, and for how long; this formality keeps the process on task and prevents digressions, pet peeves and soap box oratory by group members. The facilitator controls how much dialogue is allowed to go on, depending on the group and time constraints. There is a benefit in (and usually group consensus on) limiting discussion for the sake of getting more comments in short period of time. Both the warm and cool comments can be used to guide the action planning phase of the protocol. Mike Du. Pre, University of Rochester

Plan of Action Determine action plan for teacher presenter. – What will the teacher do, try, change, reinforce, or modify as a result of the dialogue? – Prepare a list of “things to do. ” Consider whether the dialogue has implications for the work of others in the group. What ideas did the others in the PLC get that might influence their work?

Debrief • Facilitator leads an open discussion on the tuning experience… – – – What went well? What questions did the process raise? What will we do differently next time?

Wrap-Up, Next Steps 4 Minutes • Summarize. • Define next steps. • Schedule next teacher presenter. • Next meeting: _____________

Sample Note Taking Form: Dialogue/Notes Teacher: Date: Assignment: Participating Teachers: PROBLEM # or KEY CONCEPT WHAT STUDENTS KNOW WHAT STUDENTS DID NOT KNOW IDEAS

Sample Note Taking Form: Warm and Cool Feedback Warm Cool

Looking At Student Work Meeting Report Date __________________ Group members present: We looked at these pieces of work: We used these standards/assessments/rubrics: What we discovered about the quality of LEARNING and INSTRUCTION: What we discovered about the our curriculum/resource materials that we used in the lesson/unit: What we discovered about the assessments that we used in the lesson/unit: What is our ACTION PLAN to IMPROVE LEARNING? What help do we need to make changes? How might we use professional development time to address these concerns? Additional Comments: Recorded by ____________________________________