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Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Providing Students with
Effective Feedback
Common Core Leadership in Mathematics (CCLM)
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Strategies
Refer back to your CCLM binder:
Seven Strategies of Assessment for Learning
Focus is on Feedback
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Formative Assessment: Dylan Wiliam
• University of London• Emeritus Professor of Educational
Assessment• Known for his Work on Formative
Assessment and Student Achievement
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Formative Assessment
Take notes on important ideas from Dylan on Formative Assessment.
You will engage in a collegial reflective conversation on the critical messages from Dylan Wiliam on Formative Assessment.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Practicing Coaching Skills
1. Listening
* autobiographical, solution, expert
2. Paraphrasing
* clarifying, organizing, shifting
3. Probing/questioning
* invitation, cognition, content
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
We are learning to give descriptive feedback based on the assessment blueprint and the evidence of student learning.
Key question; “What does this student need at this point in their learning?”
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
What is Feedback?
“Research has shown that effective feedback is not a discrete practice, but an integral part of an instructional dialogue between teacher and student, (or between students, or between the student and him/herself).”
From “Providing Students with Effective Feedback”
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback is Based on the Assessment Plan
A Formative Assessment Plan (Blueprint) for a cohesive set of lessons:
• Learning Targets aligned to a Common Core Standard• Type of Target (e.g., knowledge, reasoning, or skill)• Description of Lesson• Description of Assessment Aligned to Target (what data will
you collect that shows evidence of student learning)• Students’ Monitoring their Learning of the Mathematics in
the Target
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
What Does Research Say?
“Feedback seems to work well in so many situations that it led researcher John Hattie (1992) to make the following comment after analyzing almost 8,000 studies:
‘The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback.’”
~ Robert Marzano
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Characteristics of Effective Feedback
1. Directs attention to the intended learning
2. Occurs during learning
3. Addresses partial understanding
4. Supports student thinking; feedback does not do the thinking for the student
5. Provides the amount of advice a student can act on
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Effective Feedback Directs Attention to the Intended Learning
Points out what the student has done well (success feedback) and gives specific information to guide improvement (intervention feedback).
Look at intervention feedback on pgs. 58 and 59. Is the feedback a reminder, a suggestion, or a question?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Effective Feedback Directs Attention to the Intended Learning
Look at success feedback on pgs. 57 and 58.
Does the feedback…
1) Identify work done correctly.
2) Describe a feature of quality that is present in the work.
3) Point out effective use of a strategy or process.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback and Self-Efficacy
Fixed or Growth Mindset?
Do students believe their intelligence is a fixed trait or something they can develop?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback Correlated to Fixed and Growth Mindsets
“All great teachers teach students how to reach the high standards.”
-Carol Dweck, Mindset
“Comments emphasizing learning goals have been repeatedly shown to lead to greater learning gains than comments emphasizing self-esteem.”
-Ames, 1992; Butler, 1998; Hattie & Timperley, 2007
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback on Learning: Dylan Wiliam
As you watch the video clip, Feedback on Learning, listen for the two types of feedback Dylan Wiliam describes:
1) Ego Involvement
2) Task Involvement
In what ways do the concepts of ego and task involvement relate to fixed and growth mindset?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
There is No Formula for Feedback
Use your judgment.
Feedback:• Usually includes both success and intervention remarks• Usually has a focus on targets but does not have to be
limited to specific learning target
Ask yourself, “What does this student need at this point in their learning?”• Will the student understand the feedback?• Can the student take action on the basis of the comment?• Can feedback support partial understanding or is reteaching
needed?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
We are learning to give descriptive feedback based on the assessment blueprint and the evidence of student learning.
Key question; “What does this student need at this point in their learning?”