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Feed-up, Feedback, and Feed-Forward
PPT available at www.fisherandfrey.com
Click “Resources”
Feed Up Back Forward Champaign
Nancy Frey, PhD SDSU/HSHMC
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The sudden release of responsibilityTEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson “I do it”
Independent
“You do it alone”
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
DIY School
TEACHER RESPONSIBILITY(none)
STUDENT RESPONSIBILITY
Independent
“You do it alone”
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Time for a Story
January 2006
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Form
ativ
e A
sses
smen
t
am I going to teach?
What are the students going to ?
Shifts in Thinking
What am I going to teach?
What are the students going to do?
What shifts have you witnessed in the profession regarding instruction and assessment?
How have these shifts impacted your own practice?
Today’s Purposes
Consider a formative assessment system that feeds information up, back, and forward
Link formative assessment to quality instruction and standards-based grading
Examine leadership qualities necessary for this effort
Discuss these concepts with professional colleagues
Comparing Formative and Summative AssessmentsComparing Formative and Summative Assessments
Why?
“…formative assessment practices greatly increased the
achievement of low-performing students, in some cases to the point of approaching that of high-achieving students.”
Chappuis, 2009
How?
• Formative assessments create a learning path for students to reach summative assessments, and increase achievement in standards-based grading systems.
Formative Assessment :Where is your school?
We’re
ready t
o teach
someone else
.
We’re
worki
ng on it.
What is
it?
We underst
and it and
we believe
in it
.
We’re
getting bette
r at it
.
Want to motivate students?
Build their sense of
competence.
Fisher & Frey, 2009, Hattie & Timperley, 2007
Feed up: establishing purpose
Check for understanding: daily monitoring
Feedback: providing information about success and needs
Feed forward: using performance for “next steps” instruction and feeding this into an instructional model
Establishing Purpose:
Why are we doing this anyway?
Feed Up
A clear learning
targetestablishes
criteria for
success
Two Components:
Content Purpose
Language Purpose
Student Accountability is Established Through Daily Purpose
What is the Student
Accountability?English
C: Describe how a character changes in a story.
L: Cite text evidence in your literature circle of the character’s change from the beginning of the story to this point.
What is the Student
Accountability?
MathematicsC: Determine
reasonableness of a solution to a mathematical problem.
L: Use mathematical terms to explain why your answer is reasonable.
What is the Student Accountability?
BiologyC: Identify the phases in animal cell meiosis I and II.
L: Describe the similarities and differences between the two through illustration and words.
What is the Student Accountability?
HistoryC: Identify one contributing cause of the Revolutionary War.
L: Explain the cause to a peer and then summarize the cause in writing.
Purpose = ExpectationsPurpose = Expectations
Targets defined through competencies and standards-based grading
“The trend of personalized learning has caught on nationwide, but the entire state of Oregon has been using a similar method—proficiency-based instruction—since 2002 when it gave districts the option to award credit for proficiency. To earn credit, students demonstrate what they know based on clear learning targets defined by state standards. Students have intervention time built into their school day to work on concepts in which they aren’t yet proficient. Once they master a concept, they move on.”
In one district, “17 percent more high school students met or exceeded standards on the math portion of the Oregon Assessment of Knowledge and Skills in 2010-2011 than in 2009-2010, and 11 percent more met or exceeded standards on the reading and literature portion.”
District Administrator, May 2012, http://www.districtadministration.com/article/all-students-thrive-proficiency-based-instruction
Standards-based grading and competencies at HSHMC
444 9-12th graders62% free/reduced lunch15% from military
families44% Latino/Hispanic22% Black16% Asian18% White70% EL students
8.5% Students with disabilities
4% with 504 plans
Student Participants
We didn’t start the fire…
…Math did.
• Standards-based grades derived only from competencies, not attendance, in-class assignments, or homework.
• Students must pass all competencies with 70% or better.
• < 70% = Incomplete; student has two weeks to clear it, before mandatory Academic Recovery.
• RtI2 initiative, honors contracts now tied to this system.
Competencies for English 9/10
Semester 1
Content Measured Assessment FormatPlagiarism, Citation, Referencing Exam (multiple choice/short answer)
Summaries; literary response & analysis (9)
Literacy letters
Vocabulary development (9) Exam (multiple choice)
Research Paper on Essential Question 1 Paper & Creative Component
Analyzing media, persuasive techniques Exam (multiple choice/short answer)
Summaries; literary response & analysis (9)
Literacy Letters
Vocabulary development (9) Exam (multiple choice)
Persuasive Paper on Essential Question 2 Paper & Creative Component
Competencies for English 9/10
Semester 2 Content Measured Assessment Format
Analyzing oral communication & speeches Exam (multiple choice/short answer)
Summaries; literary response & analysis (9)
Literacy letters
Vocabulary development (9) Exam (multiple choice)
Expository paper on EQ 3 Paper & Creative Component
Analysis of poetry Exam (multiple choice/short answer)
Delivering oral communication Retelling & dramatic monologue
Summaries; literary response & analysis (9)
Literacy Letters
Vocabulary development (9) Exam (multiple choice)
Autobiographical Paper on EQ 4 Paper & Creative Component
Weekly Incomplete List
“Everybody knows your business.”
Academic Recovery
Outcomes: Schoolwide
HSHMC outperformed state-identified similar schools by 11%.
Student achievement increased 4% on state achievement measures.
Independent auditor noted that, “HSHMC outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)
HSHMC outperformed state-identified similar schools by 11%.
Student achievement increased 4% on state achievement measures.
Independent auditor noted that, “HSHMC outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)
GPAs increased from 2.89 to 3.36, (t=12.58, df=742, p<.001).
The largest gains in GPA came from students living in poverty and students with disabilities.
• For students living in poverty, average GPA increased from 2.26 to 3.12 (t=16.84, df=414, p<.001). • For students with disabilities, average GPA increased
from 1.30 to 3.02 (t=7.26, df=61, p<.0001).
Outcomes: Grade Point Averages
Outcomes: Attendance
By the end of the two-year data collection period, attendance had increased from 90.4% to 95.6%.
What effects have you seen on student motivation and learning with standards-based grading? What ideas resonate with you?
Check for Understanding: What am I learning?
Everybody got that?Any questions?Does that make sense?OK?
How often do you do this?
• Oral language
• Questioning
• Written language
• Projects and performance
• Tests
• Common assessments and
consensus scoring
Check for understanding during the process, not just after it’s completed. Check for understanding during the
process, not just after it’s completed.
Using
Oral Language to Check for Understanding
Original price of a microphone: $129.99. The tax is 7%. What is the total price
you have to pay for this?
Wendy says…“So, the problem is asking me how much
I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”
“So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”
What does Wendy know?What doesn’t she know?What do you do next?
Using
Questioning to Check for Understanding
Progression of Text-Dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Source: Frey, N., & Fisher, D. (in press). Common Core State Standards in Literacy (Grades 9-12).
Bloomington, IN: Solution Tree.
Use
effective questioning techniques with all types
Wait time (I & II)Repeat their answers to solicit more informationRephrase when the student is confusedPrepare key questions in advanceLISTEN
In what ways does this teacher check for understanding?
Checking for Understanding with Clickers
Video available at YouTube’s FisherandFrey Channel
In what ways does this teacher check for understanding?
Using
Writingto Check for Understanding
GIST Summary
RAFT Writing
Crystal Ball
Writing Prompts
Writing
• Given a word and conditions about the placement of the word, write a sentence
• Forces attention to grammar and word meaning
• Use student examples for editing
Generative SentencesGenerative Sentences
“Volcanoes” in the 4th Position
“Volcanoes” in the 4th Position
Try these . . .
Word Position Length
cell 3rd > 6
Try these . . .
Word Position Length
cell 3rd > 6
Because 1st < 10
Try these . . .
Word Position Length
cell 3rd > 6
Because 1st < 10
Constitution last = 10
Expanding a Generative Sentence
Using
Projects and Performancesto Check for Understanding
Using
Projects and Performancesto Check for Understanding
What methods do you find to be especially successful for checking for understanding?
Feedback
How am I doing?
“Feedback should
cause thinking.”
Wiliam, 2011, p. 127
Make feedback useful
Timely
Specific
Understanda
ble
Actionable
Feedback about the task
Most common type
Corrective feedback
Not useful without additional information
“You’re pointing to the right one.”
“You’ll want a transition between these two ideas in your paper.”
“Reread Section 3 of the text because you have this one wrong.”
Feedback about the processing of the task
Did you use the FOIL method to solve thatproblem?
It seems like a prediction mighthelp here, right?
Feedback about self-regulation
When you put your head down, you stopped listening
to your group members.
I think you achieved what you set out to
achieve, right?
Feedback about the self as a person
You have great stamina because I can see
You’ve been workingon this for several
minutes.I bet you’re proud
of yourself because youused that strategy
We’ve been talking about, and it’s
working for you.
Reflection
What do teachers need to know
about feedback?
How do your students receive
feedback?
How do they act upon it?
Feed forwardWhere to next?
Using what students know, and do not know, to determine what happens next.
Feeding forward involves…
Work smarter not harder.
Know the difference Know the difference
between a between a mistakemistake and and
an an error.error.. .
Know the difference Know the difference
between a between a mistakemistake and and
an an error.error.. .
• Factual errorsFactual errors• Procedural errorsProcedural errors• Transformation errorsTransformation errors• MisconceptionsMisconceptions
Identify and
catalog errors.
Recognize when
errors are global, and when they are
targeted.
• Whole class• Small group• Individual
Algebra 2
English 10
World History
US History
Step 1: Develop pacing guides
Step 2: Agree on instructional materials
Step 3: Administer common assessment
Step 4: Consensus scoring and item analysis
Step 5: Revise pacing guides, review assessments, reteach, form intervention groups
Step 1: Develop pacing guides
Step 2: Agree on instructional materials
Step 3: Administer common assessment
Step 4: Consensus scoring and item analysis
Step 5: Revise pacing guides, review assessments, reteach, form intervention groups
A Protocol for Common Assessments
Item Analysis in Sciencea) It gets its food from
the soil.
Misconception
Does not understand that nutrients are manufactured internally by the plant.
b) It turns water and air into sugar.
Oversimplification
Understands that food is manufactured internally, but does not understand that water and the carbon dioxide (from the air) are used to make sugar and oxygen.
c) It has chlorophyll to produce food.
Overgeneralization
Does not understand that some parasitic plants do not contain chlorophyll.
d) It adds biomass through photosynthesis.
Correct answer
The Takeaway
Teamwork
“Taking Formative Assessment School-wide”
Everyone: Introduction (p. 64)Divide: Steps 1-4 (pp.64-66)•Half read “Genetics Knowledge”•Half read “Pursuing Mastery in History”Everyone: Fruits of Precision Teaching (pp. 66-67)
How will you link this afternoon’s work with this process?
A Shift in Planning
I do a lot of
I do a lot of
I think about teaching the
but now…
but now…
but now…
Quality Teaching through
GRR
Feed-up, CfU, Feedback,
Feed-forward
Competencies and Standards-based
Grading for Targeted Learning
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