Welcome Back Were glad you are here When
Welcome Back! We’re glad you are here! When you get settled, please log in to http: \padlet. comacox 2kzd 2 z 8 ytl Please post your comments to the questions. ALSO: Please share our learning through Twitter #nisdpd during our session today.
WHY IS IT A PRIORITY? DON’T WE DO THIS ALREADY?
REFERENCES: Hattie, J. (2012) Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge Moss, C. M. & Brookhart, S. M. (2012) Learning Targets: Helping Students Aim for Understanding in Today’s Lesson. Alexandria, VA: ASCD Pollock, J. E. (2012) Feedback: The Hinge that Joins Teaching & Learning. Thousand Oaks, CA: Corwin
TODAY’S LEARNING TARGETS: 1. I can formulate a working definition of effective feedback. 2. I can expand my educator’s toolbox with ways to use and receive effective feedback that enhance my academic environment. 3. I can use feedback to help students “prepare, work through, and master the skills that make up the learning target for today’s lesson. ” (Moss, 69).
Guiding Questions 1. What is the teacher’s role in the feedback process? What is the student’s role? 2. In what ways does (or can) feedback intrinsically motivate students? 3. How does the feedback given directly relate to the learning target?
LET’S SORT IT ALL OUT!
A summary of John Hattie’s research of different types of feedback: Sorting Activity: What do YOU think? 1. Not effective 2. Of little effect 3. Effective 4. Highly effective
A Summary of John Hattie’s Research Not Effective: �Retention, or making children repeat a grade �Gender class �Ability grouping �Multi-age classes �Student control over learning �Two very alarming statistics that do not effect a student’s success are: �Moving schools continuously � 10 plus hours of television per week Twitter: #nisdpd
Of Little Effect: Testing Homework Home visits Individualized instruction Class size Team teaching Mentoring Twitter: #nisdpd
Effective: Tactile stimulation programs Peer tutoring Parental involvement Play programs Small group learning Cooperative learning Advanced organizers Social skills programs TWITTER: #nisdpd
Highly Effective: �Self reported grades �Piagetian programs �Formative evaluation �Acceleration �Feedback �Teacher/student relationships �Spaced practice �Vocabulary programs �Teacher professional development �Phonics instruction TWITTER: #nisdpd
§ § § § NOT EFFECTIVE Retention, or making children repeat a grade Gender class Ability grouping Multi-age classes Student control over learning Moving schools continuously 10 plus hours of television per week § § § § OF LITTLE EFFECT Testing Homework Home visits Individualized instruction Class size Team teaching Mentoring EFFECTIVE § Tactile stimulation § § § • programs Peer tutoring Parental involvement Play programs Small group learning Cooperative learning Advanced organizers Social skills programs § § HIGHLY EFFECTIVE Self reported grade Piagetian programs Formative evaluation Acceleration § Feedback § Teacher/student relationships § Spaced practice § Vocabulary programs § Teacher professional development § Phonics instruction
“WALK AND TALK” VIEW AND DISCUSS MEANINGS OF QUOTES ON POSTERS TWITTER: #NISDPD
How would you feel if you knew that one, simple, instructional method could increase your student’s success by as much as 43%?
RESEARCH STUDIES HAVE SHOWN. . . . That the general effects of feedback can enhance student achievement from 33% up to 43% (Hattie, 1999, Bloom, 1976). Twitter: #nisdpd
AS YOU WORK ON TODAY’S LEARNING TARGET OF FORMULATING YOUR DEFINITION OF FEEDBACK, HAVE YOU CONSIDERED THE FOLLOWING DESCRIPTORS? * TIMELY * CONSISTENT * PURPOSEFUL * INTRINSICALLY MOTIVATING * EVERYDAY OCCURRENCE TWITTER: #NISDPD
FEEDBACK IS SPECIFIC TO THE LEARNING TARGETS: WHAT IS THE DIFFERENCE BETWEEN AN OBJECTIVE AND A LEARNING TARGET? -“AN OBJECTIVE DESCRIBES THE INTENDED OUTCOME AND THE NATURE OF EVIDENCE THAT DETERMINES MASTERY FROM A TEACHER’S POINT OF VIEW. ” -”A LEARNING TARGET DESCRIBES IMMEDIATE LEARNING, SPECIFICALLY OVER TODAY’S LESSON FROM A STUDENT’S POINT OF VIEW. ” TWITTER: #NISDPD
HOW DO I IMPLEMENT THEM IN A MEANINGFUL WAY? -Simplify the learning targets – make them kid-friendly -Keep them short, yet very specific to Today’s lesson -Have older students write the target out -Reference back to Today’s Target continuously -Change the target when the performance outcome changes -Keep the target(s) in front of students at all times -Train students to look for the target throughout lessons -Refer to the target in the intro, middle, and close of each day’s lessons Twitter: #nisdpd
Learning Target #2: Building my toolbox!
K-2 MEASURING SUCCESS: -NOTEBOOK/JOURNALS – “I AM LOOKING FOR…” -COLOR CODING CARDS -T. TIME (TEACHER TIME) (ASSESSMENT FEEDBACK) -LABELS, STICKERS, POST-ITS, PICTURES -SENTENCE STEMS -CLOZE PASSAGES -A WISH AND A STAR TWITTER: #NISDPD
GRADES 3 -5 MEASURING SUCCESS: -PASS IT ON -10 KEY SENTENCES -FREEZE FRAME -FRAME IT -QUICK SUMMARY -POST-IT DISCUSSION -SORTING ACTIVITY TWITTER: #NISDPD
GRADES 3 -5 -MEASURING SUCCESS -PADLET – EXIT TICKET -TWITTER -INDEX CARDS -NOTEBOOKS -POST-ITS -ASSESSMENT FEEDBACK -FACT OR FIB? -LABELS TWITTER: #NISDPD
Please log into the Padlet link below and post ways in which you have mastered the learning targets from today. http: //padlet. com/sbishoff/q 7 xkcge 5 fns 0 Twitter: #nisdpd
Go Forth and Practice… Thank you for your time and attention today! Presenter: Angela Cox Co Presenter: Sandy Bishoff
- Slides: 25