Parent Coffee November 2, 2012 November 5th Safe Drive Stay
Alive November 8-9 Parent Teacher conferences Calendar Review :
*November 14th- Benefit Concert 4:30 PM Theater *November 21st
Senior Math Challenge 10-2:00 PM *November 28th Career Day assembly
November 17th Gala Ball, 7:00 Marcliffe *November 16th- Math in the
pipeline Slide 2 Slide 3 Slide 4 Slide 5 Slide 6 Slide 7 Slide 8
Slide taken from presentation by Shirley Clarke Courtesy of Shirley
Clark e Slide 9 Professor John Hattie's Table of Effect Sizes
Hattie says effect sizes' are the best way of answering the
question what has the greatest influence on student learning?'. An
effect-size of 1.0 is typically associated with: advancing
learners' achievement by one year, or improving the rate of
learning by 50% a correlation between some variable (e.g., amount
of homework) and achievement of approximately.50 An effect size of
1.0 is clearly enormous! (It is defined as an increase of one
standard deviation). Setting Objective and Providing Feedback
Summarizing and Note taking Reinforcing Effort/Recognition
Homework/Pra ctice Cooperative learning Generating and Testing
Hypothesis Cues Questions/Advance d Organizers Non linguistic
representations IQ Effect Size of 1.0 equals improving the rate of
learning by 50% Effect Size of 1.0 equals improving the rate of
learning by 50% Slide 10 Feedback/Corrective and timely that
indicates why an item is correct or incorrect Setting Objectives
and Providing Feedback learning goals and objectives set at the
beginning of a unit of study to provide direction The most powerful
single modification that enhances achievement is feedback (Marzano)
Slide 11 Feedback for Learning Slide 12 7 keys to Effective
Feedback: Grant Wiggins Definition: Feedback is information about
how we are doing in our efforts to reach a goal example of goal of
a joke Slide 13 Consistent Feedback Essentials: Ongoing Tim ely
User Friendly Tangible and Transparent Actionable Goal Referenced
Slide 14 Actionable Concrete specific and useful, kids need to know
specifically what to do differently the next time. Goal referenced:
a specific goal must be understood (I want to kick a football)
Tangible: results related to the goal (What to look for) (tell a
joke)= laughing or not... Clinical supervision, let the data do the
talking Clinical supervision, let the data do the talking Slide 15
User Friendly (kids need to understand what was said) Timely The
sooner they get the feedback the better. A great problem in
education however is untimely feedback. We should work overtime to
ensure students get more timely feedback and opportunities to use
it while still fresh in their minds. Ongoing Feedback on Formative
assessments, if the results are less than optimal the student needs
time and feedback to achieve the goal. In summative assessment, the
feedback comes too late Slide 16 The ability to quickly adapt ones
performance is a mark of all great achievers and problem solvers
(learning from your errors) Consistent: Educators all need to agree
on what high quality work is Progressing towards a goal: The
ability to improve ones results depends on the ability to adjust
ones pace in light of ongoing feedback that measures performances
against a concrete long term-term goal. and most kids are not like
this / in a perfect world yes Slide 17 Feedback Vs. Advice You need
more examples in your report Use a lighter bat You should have
included more depth in your unit plan No actionable descriptive
feedback Slide 18 Feedback Vs. Evaluation and Grades Good Work!
This is a weak paper Im pleased by your project No actionable
information about what occurred: Tip: make a mental colon after
each comment Slide 19 Does the thinking for the student Slide 20
Slide 21 Slide 22 Conventional schools yield a grade against recent
objectives taught, not useful feedback against the final
performance standards. Instead of informing teachers and students
at an interim date whether they are on track to achieve a desired
level of student performance by the end of the school year, the
guide and the test grade just provide a schedule for the teacher to
follow in delivering content and a grade on that content. Advice:
Use more pre and post assessments to measure progress towards
standards, Use item analysis/Criterion reference test Slide 23
Feedback is timely(immediate) and on going When you fail, you can
start over, Constant opportunities to receive and learn from the
feedback Goal Referenced Tangible Tangible: something gets blown up
etc. Learn from feedback: kids learn about what weapon does,what
how effective it shoots etc. Tangible: something gets blown up etc.
Learn from feedback: kids learn about what weapon does,what how
effective it shoots etc. Slide 24 Slide 25 Making time for
Feedback? www.ascd.org/el0912fisherinterview Teaching less and
providing more feedback = greater learning Slide 26
