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Session 5: Criteria for Speaking

and ListeningNovember, 2013 Network Teams Institute

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Introductions• Greet each other at your tables, sharing name, role, and

place of work.

• Find the Speaking and Listening Rubric that you created at the end of the day yesterday.

The Norms for Collaboration

• We ask you to process thinking with each other often and hope that you will be thoughtful about your own development of relational trust with your NTI colleagues.

• Check the Norms Inventory to think about the strengths you have been bringing to collaborative discussions and places where you might need to be more conscious of being your best self.

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Learning Target for this Session

• I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide feedback to help them improve.

• In this session we will practice effective feedback and apply your rubrics to a video of students speaking and listening during a module lesson.

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Praise, Question, Suggest Protocol

• This protocol is embedded in module lessons as a possible method for helping your students given each other effective feedback.

(p. 115)

• The use of protocols helps students meet the speaking and listening standards.

• Follow along in your participants’ journal p.

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First Steps• EL believes in the follow criteria for an excellent

rubric: A comprehensive list of criteria. What exactly are

the dimensions of the performance that you are evaluating?

Precise descriptors of all levels of quality including both quantitative (ex. “at least 3”) and qualitative (ex. “detailed”) adjectives as appropriate. Be careful with quantitative descriptors! Easy to measure, but often limit the work.

User-friendly for both kids and teachers.

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Sample Rubric

• Work with a neighbor at your table.

• What is strong about this rubric (p. 116)

• What could be improved? A comprehensive list of criteria. Precise descriptors of all levels of quality

including both quantitative (ex. “at least 3”) and qualitative (ex. “detailed”) adjectives as appropriate.

User-friendly for both kids and teachers.

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Work in Triads

• You will complete three rounds of the protocol.

• Each round you will share roles: Presenter – Sharing his/her rubric. Facilitator/Feedback Provider Timekeeper/Feedback Provider

• 6 minutes for each round: Presenter shares/asks for specific help. Others offer praise, ask questions, and suggest.

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Test-Drive Your Rubrics• We will watch a video of students engaged in a

discussion protocol from the modules (Science Talk, Grade 4, Module 3. Dr. Walter Cooper Academy, district public school, Rochester NY).

• Watch for anything that helps you clarify your rubric. Think about how could the rubric you developed be used to strengthen this lesson?

• Also think about the feedback you would give to the students if this were your class.

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Discuss

• What did you see that helped you clarify your rubric?

• How could your rubric be used to strengthen this lesson?

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Feedback vs. Grades• Although you could use your rubric to grade students’

speaking and listening skills, a more powerful use might be to provide timely feedback and expect continuous improvement.

• “…Neutral descriptive feedback, which conveys information on how one performs the task and details ways to overcome difficulties, was far more effective [in increasing learning] than evaluative feedback, which simply informed students about how well they did.”

• “Response to Assessment Feedback, Lipnevich and Smith, 2008. Available: http://www.ets.org/Media/Research/pdf/RR-08-30.pdf

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Using Your Rubric for Feedback

• What feedback would you provide to these students about their speaking and listening work? (Praise! Question, Suggest).

• Take 5 minutes to discuss with a shoulder partner.

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A Bit of Time for Revision

• Revise your rubric based on: What you saw in the sample rubric that was

powerful What you saw in others’ rubrics that was

powerful The feedback you received in the Praise,

Question, and Suggest Protocol And your “test drive” with the video.

• 15 minutes

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Turn and Talk• Any of you who have been using the modules and have encountered

this – what has been the impact of the Praise, Question, Suggest protocol on your students and culture of your classroom?

• How do protocols enhance students’ knowledge and ability to meet the standards?

• How will you use to the rubric you created to provide feedback to your students?

• How did Praise, Question, Suggest protocol improve your own work today?

• How could the Praise, Question, Suggest protocol support the development of a collaborative, change-focused culture?

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Synthesize Your Thinking

• In your Participants’ Notebook: How does Praise, Question, Suggest impact students? How do protocols enhance students’ knowledge and

ability to meet the standards? How will you use to the rubric you created to provide

feedback to your students? How did Praise, Question, Suggest protocol improve

your own work today? How could the Praise, Question, Suggest protocol

support the development of a collaborative, change-focused culture in your school or the schools you work with?

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