1 Happy Halloween Visit the candy table and choose your favorite Halloween treat Visit the candy table and choose your favorite Halloween treat

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Happy HalloweenHappy Halloween

Visit the candy table and choose Visit the candy table and choose your favorite Halloween treatyour favorite Halloween treat

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WelcomeWelcome to to Effective Effective

Instruction Day Instruction Day 2!2!

Visit the different posters.Visit the different posters. Place your dots on the Place your dots on the

continuum for each continuum for each statement to reflect your use statement to reflect your use of feedback in the classroom.of feedback in the classroom.

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Formative Formative Assessment:Assessment:

Feedback and Feedback and Checking for Checking for

UnderstandingUnderstandingSession 2Session 2In-ServiceIn-ServiceOctober October 31, 200831, 2008

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Sharing Your Sharing Your ThoughtsThoughts

Table groups share your Table groups share your thoughts on the criteria you thoughts on the criteria you used to select your favorite used to select your favorite treat. treat.

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Sharing Your Sharing Your WorkWork

Table groups share out their Table groups share out their formative assessments tried formative assessments tried since session one.since session one. What worked and how do you know?What worked and how do you know? What challenges occurred and how did What challenges occurred and how did

you overcome them?you overcome them? How did you use this assessment to How did you use this assessment to

adjust your instruction?adjust your instruction?

Let’s hear what worked for you!Let’s hear what worked for you!

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Connection??? Connection???

Pink sheetsPink sheets Collaboration Surveys Collaboration Surveys You do this everyday!!! You do this everyday!!!

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Today’s Today’s ObjectivesObjectives

Understand the role of feedback in Understand the role of feedback in formative assessmentformative assessment

Know the criteria for effective Know the criteria for effective feedback that affects learningfeedback that affects learning

Create a plan for checking for Create a plan for checking for understanding and providing understanding and providing feedback in a content areafeedback in a content area

Deepen our understanding of CIADeepen our understanding of CIA

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Think -Write -Pair -Share

What are the differences between What are the differences between active participation and formative active participation and formative assessment?assessment?

What is the difference between What is the difference between spontaneous formative spontaneous formative assessment and planned formative assessment and planned formative assessment?assessment?

Think-Write-Pair-ShareThink-Write-Pair-Share

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Formative Assessment Formative Assessment DefinitionDefinition

Formative assessment is a Formative assessment is a plannedplanned processprocess in which assessment-elicited in which assessment-elicited evidence of students’ status is evidence of students’ status is used used by teachers to adjustby teachers to adjust their ongoing their ongoing instructional proceduresinstructional procedures or by or by students to adjust their current students to adjust their current learning tactics.learning tactics.

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Group Group Challenge!!Challenge!!Select a group Select a group

member to complete member to complete a mystery task. a mystery task.

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Role Play: Role Play: CIACIAWhat data did you What data did you

COLLECTCOLLECT as as you watched the you watched the activity?activity?

How did you How did you INTERPRETINTERPRET that information?that information?

How did you How did you ACTACT to improve the to improve the chances of success?chances of success?

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ReflectionReflection Think about these prompts in Think about these prompts in

order to respond to the final order to respond to the final question.question. When do you provide feedback to When do you provide feedback to

your students?your students? What kind of feedback do you What kind of feedback do you

typically provide?typically provide? What is your feedback based upon?What is your feedback based upon?

How does feedback impact your How does feedback impact your students’ learning or performance?students’ learning or performance?

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PMI- Plus, Minus, PMI- Plus, Minus, InterestingInteresting

Read Read “Feedback that Fits”“Feedback that Fits” Find a part that enriches your Find a part that enriches your

understanding. (+)understanding. (+) Find a part that challenges Find a part that challenges

your thinking about Feedback your thinking about Feedback (-)(-)

Note a part that you find Note a part that you find particularly interesting. (I)particularly interesting. (I)

Think about how this could Think about how this could play out in your classroom.play out in your classroom.

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Providing Providing FeedbackFeedback

Implications for Implications for classroom use – classroom use – feedback should be…feedback should be…

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Wrap-up: Wrap-up: FeedbackFeedback

Watch video clip and take note Watch video clip and take note of teacher feedback.of teacher feedback.

Karate KidKarate Kid

Is the feedback specific?Is the feedback specific? Timely?Timely? Criterion referenced?Criterion referenced?

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C

C I AOLLE

T

NT

CT

ERPRET

. NOUNONNE C TAKE THE

. . N C E

EX PT S T EN

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4 Steps to 4 Steps to Check for UnderstandingCheck for Understanding

CIA CIA “ “The only way to find out what a The only way to find out what a

student understands is to collect student understands is to collect evidence of learning or evidence of learning or understanding that you can use to understanding that you can use to convict them of learning…The convict them of learning…The time to do that is before the final time to do that is before the final assessment.”assessment.”

Jay McTighe, 2006Jay McTighe, 2006

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Collect Collect

1.1. Generate a prompt--Generate a prompt--question, problem, question, problem, discussion, performance—discussion, performance—related to the learning goal related to the learning goal and how you expect and how you expect students to think and/or act.students to think and/or act.

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Collect Collect

2. Engage all of the 2. Engage all of the learners--Which methods learners--Which methods do you use?do you use?

On the handout check the On the handout check the methods you use. Add more if methods you use. Add more if you can.you can.

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Step 3: InterpretStep 3: Interpret

Interpret the results deciding Interpret the results deciding how to move the lesson how to move the lesson forwardforwardMonitor andMonitor and AdjustAdjust

On TargetOn Target ContinueContinue

RestateRestate Me or a StudentMe or a Student

Re-teachRe-teach Dig Deeper for Dig Deeper for More More Information--Information--Another Another Question, Question, Modality, Modality, Problem Problem

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Step 4: ACTStep 4: ACTAA Announce your thinkingAnnounce your thinking

CC Connect the feedback to Connect the feedback to the student’s effort the student’s effort

and and result result

TT Take the next stepTake the next step

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ACT FeedbackACT Feedback Announce your thinking Announce your thinking

(Metacognition)(Metacognition) Connect student effort and result Connect student effort and result

and/or what worked and whyand/or what worked and why Feedback that is timely, specific and Feedback that is timely, specific and

helps student see the relationship helps student see the relationship between their efforts and the products, between their efforts and the products, thinking, performances they producethinking, performances they produce

Take the next step that moves the Take the next step that moves the learning forwardlearning forward

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Step 4: ACTStep 4: ACT““To be formative, assessment To be formative, assessment must include a recipe for must include a recipe for future action…the goal is for future action…the goal is for the learner to use the the learner to use the information to make information to make improvements.improvements.

Dylan Wiliam, 2004Dylan Wiliam, 2004

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ACT FeedbackACT Feedback—3 Examples—3 Examples

InterpreInterpret t ResultsResults

Feedback to Promote Action Feedback to Promote Action

On On TargetTarget

““You are all right on target. A neighborhood is a place where people You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick live, play and work together. Good job focusing this afternoon. Stick

with me now as we do this last part.”with me now as we do this last part.”

RestateRestate ““Some of you have forgotten to use the factoring rules we reviewed at Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what Listen to Julia as she explains number 9 and be ready to tell me what

factoring rules apply to this problem.”factoring rules apply to this problem.”

ReteachReteach ““Many of you are confusing the present tense with the past tense when Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.” that distinguish the two tenses. Then we’ll return to this work.”

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ACT FeedbackACT Feedback

InterpreInterpret Resultst Results


On On TargetTarget

““You are all right on target. A You are all right on target. A neighborhood is a place where neighborhood is a place where people live, play and work people live, play and work together. Good job focusing together. Good job focusing this afternoon. Stick with me this afternoon. Stick with me now as we do this last part.”now as we do this last part.”

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InterprInterpret et ResultsResults


RestateRestate ““Some of you have forgotten to Some of you have forgotten to use the factoring rules we use the factoring rules we reviewed at the beginning of reviewed at the beginning of class resulting in incomplete or class resulting in incomplete or incorrect answers. Listen to incorrect answers. Listen to Julia as she explains number 9 Julia as she explains number 9 and be ready to tell me what and be ready to tell me what factoring rules apply to this factoring rules apply to this problem.” problem.”

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InterpreInterpret Resultst Results


ReteachReteach ““Many of you are confusing Many of you are confusing the present tense with the past the present tense with the past tense when you are tense when you are conjugating these verbs. Look conjugating these verbs. Look up here as I review the three up here as I review the three areas that distinguish the two areas that distinguish the two tenses. Then we’ll return to tenses. Then we’ll return to this work.” this work.”

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ACTACT

What are some What are some things you may things you may do when some do when some students get it students get it and some do and some do

not?not?

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ApplicationApplication TimeTime

Use Template in your Use Template in your packet to develop one packet to develop one or two methods to or two methods to check for check for understanding.understanding.

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Resources to Support Your Resources to Support Your ApplicationApplication

www.npformative.wikispaces.comwww.npformative.wikispaces.com U drive effective instruction folderU drive effective instruction folder

ASCD DI Tool KitASCD DI Tool Kit ASCD Formative Assessment TemplatesASCD Formative Assessment Templates Checking for Understanding StrategiesChecking for Understanding Strategies

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To Do Between To Do Between now and Next now and Next

Time…Time… Use the checking for understanding Use the checking for understanding template and feedback PMI summary template and feedback PMI summary sheet.sheet.

Reflect on how this use informed your Reflect on how this use informed your instruction.instruction. What worked and how do you know?What worked and how do you know? What challenges occurred and how did you What challenges occurred and how did you

overcome them?overcome them? How did you use this assessment to adjust How did you use this assessment to adjust

your instruction?your instruction? What questions do you have?What questions do you have?

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Self AssessmentSelf Assessment

Please refer to the Pink Please refer to the Pink Assessment card and Assessment card and mark your comfort level mark your comfort level with a number “2” to with a number “2” to indicate your knowledge indicate your knowledge or skill after this session.or skill after this session.

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3-2-1 Feedback3-2-1 FeedbackOn an index card please write…On an index card please write… 3 Concepts that today’s session 3 Concepts that today’s session

validated from your prior validated from your prior understanding.understanding.

2 Ideas that you will use in the 2 Ideas that you will use in the classroom.classroom.

1 Question you still have.1 Question you still have.

Place these cards on the desk near Place these cards on the desk near the door.the door.

Documents

1 Happy Halloween Visit the candy table and choose your favorite Halloween treat Visit the candy table and choose your favorite Halloween treat