Supporting Module Implementation: Feedback

Sequence of SessionsOverarching Objectives of this July 2013 Network Team Institute I can describe how the 3-8 modules increase in complexity over time. I can describe the impact of student engaged assessment practices on student achievement. I can describe the strategy of close reading. I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons. I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders. I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system. I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards. I can foster a growth mindset through feedback that promotes positive change. I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their

implementation of the ELA curriculum modules.

High-Level Purpose of this Session Participants will learn about how different mindsets promote or hinder change. Instructional leaders will observe video of a lesson and practice

collecting evidence towards Common Core-aligned instructional practices.  In this session, leaders work together to determine the levels of proficiency they just observed in the lesson and craft feedback that promotes growth and change in teacher practice. Instructional leaders identify how their feedback to teachers will be changed going forward.

Related Learning Experiences Session 3B: Leading Change NTI Leadership trainings

Key Points Participants who support teachers will have the opportunity to collect evidence and craft growth-producing feedback after watching a module lesson video.

Participants will understand growth vs. fixed mindset and how mindset impacts schools/districts.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

I can foster a growth mindset by providing feedback that Through the process of preparing, critiquing and delivering

promotes positive change. growth-producing feedback. Journal/Reflection

Session OverviewSection Time Overview Prepared Resources Facilitator Preparation

Promoting a Culture of Growth

90

Participants will learn about fixed and growth mindsets and how this impacts their schools/districts. Participants will then watch a video and prepare growth producing feedback based on the evidence collection guide. The growth producing feedback will go through a peer critique before participants have the opportunity to practice giving feedback to a partner.

PPT Supporting Module Implementation-Feedback_5B_NTI_07131.Impact of Mindsets_NTI 07132. Instructional Practice evidence_guide_ela_3-5.pdf3.Instructional Practice Evidence Guide ELA 6-12_NTI 0713.pdf4.Praise Question Suggest Protocol for Growth-Producing Feedback_NTI 07135.Sample_Growth_Producing Feedback_NTI07136.Participant reflection form 5B_NTI0713

Preview all documents and resources.

Download any videos to avoid network connection issues while facilitating.

Preview the PPT slides and note their alignment to the Facilitator’s Guide below.

Session Roadmap

Section: Promoting a Culture of Growth Time: 90 minutes[90minutes] Participants will learn about fixed and growth mindsets and how this impacts their schools/districts. Participants will then watch a video and prepare growth producing feedback based on the evidence collection guide. The growth producing feedback will go through a peer critique before participants have the opportunity to practice giving feedback to a partner.

Materials used include:PPT Supporting Module Implementation-Feedback_5B_NTI_07131.Impact of Mindsets_NTI 07132. Instructional Practice evidence_guide_ela_3-5.pdf3.Instructional Practice Evidence Guide ELA 6-12_NTI 0713.pdf4.Praise Question Suggest Protocol for Growth-Producing Feedback_NTI 07135.Sample_Growth_Producing Feedback_NTI07136.Participant reflection form 5B_NTI0713

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

1 min Intro EL staff

5 min Guide participants to introduce themselves by turning to a partner at the table and giving name, role, school, etc. Also, they will tell the partner which one of the following best describes what s/he believes: (1) I believe basic qualities, like intelligence and talent are fixed traits. OR (2) I believe basic qualities like intelligence and talent can be enhanced through dedication and hard work, or (3) I am somewhere in the middle, I think it depends on the skill or I am not sure.

Then have participants turn and introduce themselves to another person at the table by sharing thoughts on one of the following: What is talent and how important is it? OR What lies behind great achievement?

partners

1min Learning target: I can foster a growth mindset by providing feedback that promotes positive change.

1 min A special norm Be mindful that this room represents people who have fixed mindsets and growth mindsets. We are all in a time of great change. Today we are looking at ourselves as teacher leaders and seeking to create a culture that promotes positive change

Whole group

1 min Participants will read this quote to themselves to help ground their thinking for this session: “Mindsets are beliefs- beliefs about yourself and your most basic qualities. Think about intelligence, your talents, your personality. Are these qualities simply fixed traits carved in stone and that’s that? Or, are they things you can cultivate throughout your life?”

Whole group

5 min. Participants will read. The Impact of Mindsets on Creating a Culture of Achievement

solo

2 min Based on the reflection questions on the reading that participants just completed, ask: How does mindset impact you and the teachers and staff that you support? Turn and talk.

partner

15 min.

Participants will watch a lesson and collect evidence regarding the content delivery of the teacher(s). Participants will keep in mind the instructional shifts in practice that the common core standards require of teachers while collecting their evidence. Teachers will use the “Instructional Practice Evidence Collection Guide for the Common Core Standards” to collect their evidence in the section titled “Evident in Each Lesson”

https://vimeo.com/68878665password: expedition

8 min Using the evidence collection guide to frame their thinking, participants will prepare, in written form, growth producing. This is 8 quiet minutes of reflection and writing in preparation for a peer critique protocol.

solo

30 min

(Participants will have a task card to guide this protocol. The protocol has specific directions to guide this process).

Praise-Question-Suggest Peer Critique Protocol: Participants will share their growth producing feedback in triads at the table using the praise-question-suggestion protocol. The triads will have (1) a presenter (2) a timekeeper (3) a facilitator to guide the process and ensure all voices are heard and offer praise, questions and suggestions.

Each participant will read the growth producing feedback that s/he wrote. (10 minutes per participant).The other group members will offer: (1) Praise: what is praiseworthy or working well? Specific points of praise (2) Question; Ask clarifying questions. (3) Suggest; Offer helpful suggestions. (30 minutes)

Triads

4 min. Participants should take into account some of the feedback they just received from their triad to revise the feedback prior to practicing delivering the feedback.

They will also reference the sample of growth producing feedback document to see how well their own feedback was or was not in alignment.

6 min Participants should now partner with someone who was not in their triad. Participants will practice delivering growth producing feedback. Each person in the pair will have 3 minutes to deliver the feedback s/he created to their partner who will act as the teacher in the process. Encourage participants to play the roles seriously. One person in the pair is the teacher receiving the feedback and the other person is the coach/leader giving the feedback.

7 min. Have participants read the sample of growth producing feedback and compare it to their own. Then have students “Notice and Wonder” the differences between their evidence collection and feedback and the model that is provided.

2 min Participants will discuss their growth producing feedback sessions and the process of gathering evidence, writing, reflecting and getting peer critique on their feedback. Discuss with a partner how this process helped you as a teacher leader? What “take-aways” or “aha”moments did you have that will guide your work in creating a positive culture of growth and change when returning to school or district?

partner

2 min Participants journal on the reflection form solo

Use the following icons in the script to indicate different learning modes.Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials ProvidedPPT Supporting Module Implementation-Feedback_5B_NTI_07131.Impact of Mindsets_NTI 07132. Instructional Practice evidence_guide_ela_3-5.pdf3.Instructional Practice Evidence Guide ELA 6-12_NTI 0713.pdf4.Praise Question Suggest Protocol for Growth-Producing Feedback_NTI 07135.Sample_Growth_Producing Feedback_NTI0713

6.Participant reflection form 5B_NTI0713Additional Suggested ResourcesDweck, Carol S., PhD. Mindset The New Psychology of Success. New York: Ballantine, 2006. Print.