mtss toolkit feedback via engagement · 2019. 1. 10. · mtss toolkit: classroom systems that...

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Feedback viaEngagement

MTSS TOOLKIT

The purpose of the MTSS (Increased Engagement) Toolkits is to present a select group of high-yield practices that not only foster relationships between adults and students, but also improve outcomes for ALL youth. The toolkits will have a laser-like focus on six, research-based, pedagogical practices resulting in increased engagement, more effective tier-one instruction, and ultimately, increased student achievement. The Multi-Tiered Systems of Support (MTSS) Academic Resource Department will provide instructional support to enhance pedagogical-efficacy for all teachers.

MTSS Toolkits

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M T S S T O O L K I T 6 / / F E E D B A C K V I A E N G A G E M E N T PA G E 3

Gaining and Maintaining Student Interest

JCPS ESSENTIAL SYSTEM 6

INSTRUCTIONAL FEEDBACK AND PROFESSIONAL LEARNING

MTSS TOOLKIT

Feedback viaEngagement

(High-Yield Instructional Practices)

Feedback as a Result of Engagement

Classroom Discussion

Questioning

Opportunities to Respond (OTR)

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PA G E 5M T S S T O O L K I T 6 / / F E E D B A C K V I A E N G A G E M E N T

TABLE OF CONTENTS06

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6 Essential Systems for a Strong Learning Environment

System 6: Instructional Feedback and Professional Learning Blueprint

Feedback via Engagement Introduction

Application

Strategies For Implementation

Teacher Self-Assessment

Resources

EFFECTIVE USEOF DATA The school collects, analyzes, and uses key data points to inform academic and non-academic decision making.

INSTRUCTIONAL FEEDBACK AND PROFESSIONAL LEARNINGThe District and school have identified common frameworks (leadership, content, pedagogy, systems) and use structured walkthroughs, feedback and coaching, and professional learning to improve leadership and instructional practices.

PROGRESS MONITORING AND ANALYSIS OF STUDENT WORK Teams of teachers and school leadership collect/review/analyze data and student work samples to determine student progress towards meeting mastery and application of standards and performance benchmarks.

ACADEMIC ANDBEHAVIORAL SUPPORT Teachers use academic and behavioral data to prescribe short- and long-term supports for students to meet and exceed standards and strengthen their sense of belonging.

STANDARDS IMPLEMENTATION The school identifies essential, grade-level standards that a student must reach to demonstrate high levels of learning and commits to ensure mastery and application for all students. This serves as the foundation for instructional transformation and informs every other system in this process.

MTSS TOOLKIT: Teacher Clarity

MTSS TOOLKIT: Feedback Via Engagement

MTSS TOOLKIT: Self-Reflection and Assessment

INSTRUCTIONAL PLANNING AND PRACTICE FOR DEEPER LEARNINGTeams of teachers and administrators collaboratively plan units, lessons, and assessments to reinforce high levels of learning and ensure mastery for all students.

MTSS TOOLKIT: Modes of Instruction & Modes of Student Practice

MTSS TOOLKIT: Formative Assessment

MTSS TOOLKIT: Classroom Systems That Support Student Behavior

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I N T R O D U C T I O N

Six Essential Systems for a Strong Learning Climate

EFFECTIVE USEOF DATA The school collects, analyzes, and uses key data points to inform academic and non-academic decision making.

INSTRUCTIONAL FEEDBACK AND PROFESSIONAL LEARNINGThe District and school have identified common frameworks (leadership, content, pedagogy, systems) and use structured walkthroughs, feedback and coaching, and professional learning to improve leadership and instructional practices.

PROGRESS MONITORING AND ANALYSIS OF STUDENT WORK Teams of teachers and school leadership collect/review/analyze data and student work samples to determine student progress towards meeting mastery and application of standards and performance benchmarks.

ACADEMIC ANDBEHAVIORAL SUPPORT Teachers use academic and behavioral data to prescribe short- and long-term supports for students to meet and exceed standards and strengthen their sense of belonging.

STANDARDS IMPLEMENTATION The school identifies essential, grade-level standards that a student must reach to demonstrate high levels of learning and commits to ensure mastery and application for all students. This serves as the foundation for instructional transformation and informs every other system in this process.

MTSS TOOLKIT: Teacher Clarity

MTSS TOOLKIT: Feedback Via Engagement

MTSS TOOLKIT: Self-Reflection and Assessment

INSTRUCTIONAL PLANNING AND PRACTICE FOR DEEPER LEARNINGTeams of teachers and administrators collaboratively plan units, lessons, and assessments to reinforce high levels of learning and ensure mastery for all students.

MTSS TOOLKIT: Modes of Instruction & Modes of Student Practice

MTSS TOOLKIT: Formative Assessment

MTSS TOOLKIT: Classroom Systems That Support Student Behavior

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DefinitionThe District and school have identified common frameworks (leadership, content, pedagogy, systems) and use structured walkthroughs, feedback and coaching, and professional learning to improve leadership and instructional practices.

Blueprint:System 6 - Feedback via Engagement

DescriptionThrough the use of common instructional and pedagogical frameworks, teachers are provided training, coaching, and support to ensure that students are receiving high-quality instruction. A core team, led by the principal and also containing faculty other than evaluators, conducts daily walkthroughs and ensures that teachers receive a minimum of one data-guided coaching session every 9 weeks (4 per year) in addition to the formative/summative evaluation process. Data from walkthroughs is used to inform professional learning needs at the teacher/grade/school level.

Similarly, school- and district-level administrators enhance and develop leadership skills through the use of common curricular, pedagogical, and systems frameworks. A core team, led by the supervisor and containing district- and school-level administrators, conducts three walkthroughs during ten week cycles. Each school-level administrator receives feedback at the end of each cycle. Data from walkthroughs are used to inform areas of strength, growth, action steps for support, and professional learning needs.

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INSTRUCTIONAL FRAMEWORK

1 The school has identified a common instructional framework containing specific strategies grounded in research. (1.4) (1.2)

2 Teachers have been trained in the framework components. (1.10) (1.12)

3 A walkthrough document and process has been developed to reinforce the instructional framework. (1.4) (4.8)

4 A core team has been identified and trained to:

a Conduct walkthroughs and collect data. (1.2)

b Use effective coaching strategies. (1.4)

c Follow a schedule to conduct walkthroughs. (6.11)

d Calibrate with members of the core team. (2.4)

e Collaborate to discuss instructional trends and needs. (1.3) (2.4)

f Support PLCs in designing professional learning opportunities. (1.12)

5 Teachers:

a Receive initial/yearly training on the framework. (1.12)

b Receive feedback (electronic/in-person) following each walkthrough visit. (3.7)

c Observe peer classrooms using the school’s walkthrough tool. (1.12) (2.4)

d Receive a minimum of three walkthroughs every two weeks by administrative/core team (3.7)

e Participate in data-guided coaching sessions every nine weeks. (1.3) (2.5)

f Provide feedback to leadership regarding the framework/walkthrough/coaching process. (1.13) (2.4)

6 School leadership shares key walkthrough data with the entire staff for analysis, discussion, and planning. (5.1) (5.3)

7 Professional learning is differentiated (whole-group and individual) based on teacher/team need and/or choice. (1.4) (6.2)

Success CriteriaALW

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OFTEN

SOMETIMES

NEVER

M T S S T O O L K I T 6 / / F E E D B A C K V I A E N G A G E M E N T

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INSTRUCTIONAL LEADERSHIP FRAMEWORK

1 The District has identified a common leadership framework containing specific strategies grounded in research. (Vision 2020)

2 Administrators have been introduced to the framework. (Vision 2020)

3 Structured weekly reports are shared with Assistant Superintendents. (Vision 2020)

4 A walkthrough document and process has been developed to reinforce the leadership framework which entails the following:

a Living a Mission and Vision Focused on Results (Vision 2020)

b Leading and Managing Systems Change (Vision 2020)

c Improving Teaching and Learning (Vision 2020)

d Building and Maintaining Collaborative Relationships (Vision 2020)

e Leading with Integrity and Professionalism (Vision 2020)

f Creating and Sustaining a Culture of High Expectations (Vision 2020)

5 Principals:

a Receive initial/yearly training on the framework. (1.11) (6.9)

b Observe peer schools using the school’s walkthrough tool (PPLC). (6.7) (6.8)

c Provide opportunities to calibrate on the framework within the school and with colleagues.

d Receive a minimum of three walkthroughs every two weeks by administrative/core team (3.7)

e Participate in data-guided coaching sessions every nine weeks. (1.3)

f Provide feedback to leadership regarding the process. (1.13) (2.4)

6 District leadership shares key walkthrough data with building level administrators. (Vision 2020)

7 Professional learning is generated for building and district leadership. (Vision 2020)

Success CriteriaALW

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RESOURCES:

Principal Performance StandardsPowerWalks 2.1TDD 2.0MTSS Toolkit: Feedback Via Engagement


1 Walkthrough documents incorporate evidence of respectful environments of cultures and special student populations including, but not limited to, students of color, ECE and ELL. (6.1) (6.4)

2 Walkthrough documents incorporate evidence of student engagement in learning from special student populations including, but not limited to, students of color, ECE and ELL. (1.4) (6.1) (6.4)

3 Data-guided coaching sessions include analysis of trends by racial/ethnic groups and special student populations including, but not limited to, students of color, ECE and ELL. (1.3) (6.1) (6.4)

4 Professional learning incorporates training opportunities focused on cultural proficiency. (1.10) (1.12) (6.4)

Ensuring EquityALW

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OFTEN

SOMETIMES

NEVER

Feedback is information provided by an agent (e.g. teacher, peer, book, parent, or one’s own experience) about aspects of one’s performance or understanding.

The most powerful form of feedback is from the students to the teachers about their impact on the students. When teachers seek, or at least are open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions when they are not engaged -- then teaching and learning can be synchronized and powerful (Hattie, 2009).


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Feedback as a Result of Engagement Feedback refers to a teacher’s indication to a student whether a behavior/action/skill was demonstrated correctly. This can be as simple as thumbs up or thumbs down - or as complex as long discussions. The key is in both the frequency and ratio of positive to negative feedback. While high levels of feedback are preferable to low levels, repeated use of negative feedback is an indication that instruction is not working and must be reconsidered. As a general rule, the more the teacher engages the student, the more opportunities there will be for feedback(Hattie, 2009).

Classroom Discussion Classroom discussions are characterized by the fact that a) they involve a high degree of student activity, b) the questions and problems of learners become visible through spoken dialogue in the learning process, c) learners receive feedback from teachers, and d) teachers receive many kinds of feedback on their instruction from students (Hattie, 2018).

QuestioningQuestions provide the teacher with opportunities for feedback. However, effective questions are those that are interesting, connected to students’ lives in some authentic manner, and easy enough to predict high rates of student success. Use of difficult questions also provides opportunities for feedback, but that feedback is far more likely to be negative in nature. Effective questions engage students in a positive manner (Hattie, 2009).

Opportunity to Respond (OTR)Traditionally, learning becomes visible through academic engagement, which can be classified as either active (e.g., verbally answering a question, writing) or passive (e.g., quietly listening to speaker) engagement. In standard practice, a teacher presents or explains information while students are expected to sit quietly and listen during instructional time. Traditionally, teachers provide students with an opportunity to respond (OTR) by actively questioning a single student, while the remaining students, are at best, passively involved. In shifting the lens of OTR, it becomes evident that receiving feedback from students is just as crucial as providing feedback to students. We now know that active student

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DefinitionsHigh-Yield Pedagogical Practices

4. Choosing strategies that best fit the teacher’s style, instructional content, structure and activities (Archer & Hughes, 2011)

Providing OTR is necessary, but not sufficient. Feedback must also be provided to have a significant impact on academic and behavioral outcomes. This feedback could come from a variety of sources such as the teacher, peer(s), text, self, or through an experience. It is important to note that all feedback is not equal. Hattie and Timperley (2007) provides a model of feedback to enhance learning. This model states effective feedback must answer three questions: 1) Where am I going? (i.e., goals); 2) How am I going? (i.e., progress toward goals); and 3) Where to next? (i.e., what activities/strategies are needed to improve progress; Hattie & Timperley, 2007). Additionally, each question will work at four levels: 1) task level; 2) process level; 3) self-regulated level; and 4) self-level. Hattie argues that the self-level is least effective, while the self-regulation and process levels are effective for deep processing and mastery of tasks. Finally, the task level is effective when used for improving strategy processing (Hattie & Timperley, 2007).

See chart on next page.

engagement is critical to academic success. Providing ample OTR followed by effective feedback can impact both academic and behavioral outcomes by increasing academic engagement.

To be clear, an OTR is the interaction between a teacher’s academic prompt (i.e., verbal, visual, or written) and a student’s response (i.e., verbal, written, gestural, or action). An OTR may be best conceptualized as part of a learning trial. The teacher asks a question or gives a prompt (antecedent) and the student(s) responds (behavior). The student(s) response then allows the teacher to not only formatively assess student learning, but also provide specific feedback (consequence).

Critical features of OTR include:

1. Striving for all students to participate: reducing reliance on student volunteer responses and increase random selection of responders to keep students actively engaged

2. Using wait time of three to five seconds before students respond to increase participation

3. Using clear, consistent prompts to elicit responses effectively


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PURPOSETo reduce discrepancies between current understandings/performance and a desired goal.

EACH FEEDBACK QUESTION WORKS AT FOUR LEVELS:

THE DISCREPANCY CAN BE REDUCED BY:

STUDENTS:1. Increased effort and employment of more effective strategies OR2. Abandoning, blurring, or lowering the goals.

TEACHERS1. Providing appropriate challenging and specific goals2. Assisting students to reach them through effective learning strategies and feedback

TASK LEVEL:How well tasks areunderstood or performed

PROCESS LEVEL:The main process needed to understand or perform tasks

SELF-REGULATIONLEVEL:Self-monitoring, directing, and regulation of actions

SELF LEVEL:Personal evaluations and affect (usually positive) about the learner

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Where am I going? How am I going?Where to next?

Feed UpFeed Back Feed Forward

1 2 3 4

Effective Feedback Model

Hattie offers the following elaboration on quality feedback:Giving is not receiving: Teachers may claim they give much feedback, but the more appropriate measure is the nature of feedback received (and this is often quite little).

The culture of the student can influence the feedback effects: Feedback is not only differentially given but also differentially received.

Disconfirmation is more powerful than confirmation: When feedback is provided that disconfirms then there can be greater change, provided it is accepted.

Errors need to be welcomed: The exposure to errors in a safe environment can lead to higher performance.

The power of peers: Interventions that aim to foster correct peer feedback are needed.

Feedback from assessment: Assessment could and should also provide feedback to teachers about their methods.

There are many strategies to maximize the power of feedback. Shute (2008) provided nine guidelines for using feedback to enhance learning:

1. Focus feedback on the task not the learner

2. Provide elaborated feedback

3. Present elaborated feedback in manageable units

4. Be specific and clear with feedback messages

5. Keep feedback as simple as possible but no simpler

6. Reduce uncertainty between performance and goals

7. Give unbiased, objective feedback, written or via computer

8. Promote a learning goal orientation via feedback

9. Provide feedback after learners have attempted a solution

(from John Hattie in Sutton, Hornsey, & Douglas (2011), Feedback: The communication of praise, criticism, and advice. Retrieved May 2018 from https://visible-learning.org/2013/10/john-hattie-article-about-feedback-in-schools/)

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This toolkit focuses on strategies to promote active student engagement through providing high rates and varied opportunities to respond followed by effective feedback. These strategies include teacher-directed strategies such as individual, small group, or whole group questioning; choral responding; and non-verbal responding, as well as peer-assisted strategies including cooperative learning and peer tutoring.


Active student engagement is critical to academic success therefore, it is important for teachers to have multiple strategies to engage students in learning. As a result, active student engagement has been identified as a high-leverage practice in special education under the domain instruction (HLP 18: Use Strategies to Promote Active Student Engagement). With minimal planning, teachers can use a variety of methods to increase their use of OTR, which in turn can increase feedback, giving students increased engagement and a better opportunity for success in the classroom.

Teachers cannot answer the question of whether learning and teaching is successful on their own. They need to ask the learners what they think, because they provide crucial input (Hattie, 2018).

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Logic ResearchStudents who are actively engaged in the learning process are less likely to exhibit inappropriate behaviors and more likely to achieve academic success. (Conroy, Sutherland, Snyder, & Marsh, 2008; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

Teachers providing higher rates of OTR have been associated with increased student engagement, decreased disruptive behavior, and improved academic performance (MacSuga-Gage & Simonsen, 2015).

Furthermore, providing increased OTR allows opportunities for feedback, which Hattie (2009) found to have a significant effect (.73) on student achievement. Additionally, Sutherland, Wehby, and Yoder (2002) suggest there is a significant positive relationship between increased OTR and teacher praise, which could potentially improve student-teacher interactions. This is important when noting Hattie (2009) found that teacher-student relationships have a significant effect (.72) on student achievement.

Feedback is crucial in helping students develop new skills and meet with success criteria. Hattie (2007) ranks feedback as one of the highest effect sizes on student achievement. Deeper learning requires the student to reflect on the cognitive process and understand the strategies that lead to successful performance. Feedback is crucial to students’ metacognitive awareness and evaluation. If we want students to think critically and solve problems, then we need to give students specific and robust feedback that guides their thinking and allows them to own their learning.

Feedback is a vital part of the Project Based Learning process and occurs at various stages of the project cycle. To support students in moving forward with their goals in mind, not only should teachers know what feedback is and is not, but they must also be intentional regarding when and how it is given. Hattie describes feedback as one of the most powerful effects on student achievement. The students should walk away with specific steps on where to head next within their project.

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Deeper LearningConnections



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Considerations


Early ChildhoodWith young children, it is vitally important to provide multiple and varied opportunities for children to be actively engaged. The amount of time children spend waiting (for instruction, while other children are taking a turn, etc.) should be minimized. If children are not demonstrating engaged behaviors, the activity and instruction should be modified.

When providing opportunities to respond to young children, prompts should be used to support the child as needed in demonstrating the correct behavior. This minimizes the amount of errors children make and provides them more opportunities to access reinforcement, which will increase the probability they will learn the behaviors. However, when errors do occur, children should not be reprimanded for them; they should be corrected in a calm, supportive manner.


CulturallyResponsiveCulturally responsive teachers provide positive, responsive feedback regarding student responses and participation. Teachers may incorporate students’ responses, ideas, languages, and experiences into the feedback that is provided. It is helpful to prompt students with both affective and cognitive feedback that validate their contributions while also clarifying and expanding their statements. Teachers should create multiple opportunities for students to respond using dialogue. Other techniques include scheduling regular opportunities for individual teacher-student conferences and employing sticky notes, visuals, written words/phrases to provide feedback.

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One specific research-based program that increases student engagement is the Peer Assisted Learning Strategies (PALS). This program involves the use of trained peer coaches who work with an identified partner to complete given tasks. The peer coach is trained by the teacher to provide corrective feedback. PALS has been successfully implemented in both reading and math programs.

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective andefficient teaching, New York: Guilford Press.

CAST (2011). Universal design for Learning Guidelines 2.0. Wakefield, MA: Author.

Scott, T. M., Alter, P. J., & Hirn, R. G. (2011). An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders. Education and Treatment of Children, 34(4), 619-641. doi:10.1353/etc.2011.0039

Vanderbilt Kennedy Center for Research on Human Development (n.d.).Peer-assisted learning strategies. Retrieved May 2018 from https://vkc.Vanderbilt.edu/pals/

Students with exceptional needs respond to intensive instruction that includes increased opportunities to respond. These students require approximately three opportunities to respond per minute (Scott, Alter, & Him, 2011). During this instruction, the teacher will consistently monitor progress and provide corrective feedback. This corrective feedback must be made in a constructive and timely manner, allowing the student to improve his or her performance (Archer & Hughes, 2011). The most effective feedback is relevant, specific, provides a model of the correct behavior, and encourages effort from the student. Positive reinforcement should be contingent on the student’s performance and offered in a behavior-specific manner.

Teachers can utilize Universal Design for Learning (UDL) principles to remove barriers to engagement for students with exceptional needs. Using UDL, teachers plan for and provide multiple means of engagement through choice in relevant, authentic activities. Similarly, they can provide opportunities for varied demands through differentiation of difficulty within the given tasks.

Exceptional Child Education

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Project-Based Learning (PBL):Within PBL, it is vital that the teacher consider the following:

• There are many opportunities for teachers to receive feedback from students throughout their project. These can be in the form of formative assessments that give teachers the needed information to give specific feedback to students on their next steps.

• As students engage in their projects, this is the most valuable time for teaching and learning. While students are working, the teacher has limitless opportunities to confer with students one-on-one or in small group conferences tailored to meet their specific needs. Teachers can use an anecdotal notes page that highlights where students are, what supports are needed and possible next steps. These notes can be used to support conferences throughout the process.

• As the teacher confers with students, make sure that the rubrics that have been communicated for the project are visible. The rubric will ensure that the feedback given to students is specific and aimed at the desired goals.

• Set up formal feedback checks throughout the process to ensure that all students receive feedback from the teacher.

• Ensure that there are mini-lessons throughout the project. Mini-lessons can provide explicit instruction in needed content. It can also serve as feedback. When many students are struggling with a concept, a mini-lesson can provide needed feedback.


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APPLICATION


Vignettes From:Elementary School

Middle School

High School

Literacy

Mathematics

Social Studies

Science

Related Arts / Electives

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ElementaryThe following vignette is an example of providing opportunities for students to respond as a form of feedback to the teacher (e.g. whole group, peer to peer, and peers to teacher).

Ms. Jackson uses a program to have students correct sentences that are put on the board each day. The corrections include punctuation, capitalization, spelling, grammar, and word choice. Ms. Jackson determined early on that the sentences were boring, isolated, and carried little relevance to her students’ lives. Therefore, she prepared an ongoing story that was based on the target skills for the week. As a result, students would eagerly come back from lunch to find the next two paragraphs in the ongoing story on the board. Ms. Jackson used familiar characters, local scenery and hot spots, and current events in her daily paragraphs.

Students opened their grammar notebooks and wrote the new sentences making corrections using the editing marks that Ms. Jackson previously taught. Ms. Jackson circulated the room making anecdotal notes of who was able to find the errors and correct them individually. Next, she asked them to gather in groups of three-four where they went around the circle and shared where they found errors, why they thought this was an error, and how it could be corrected. Teammates put their “heads-together” to reach consensus on the team’s answer. This acted as an important space for feedback where students could

Literacy

A P P L I C A T I O N

discuss their thinking and help each other identify errors and find ways to correct them. Ms. Jackson circulated among the groups monitoring and noting who was articulating the reasons for the errors and who continued to need support.

To conclude the lesson, Ms. Jackson used the KAGAN structure “Mix-Pair-Share”. She played music while students “mix” around the room. When Ms. Jackson stopped the music, she called “Pair”. At this time, students paired up with the person closest to them to give a high five before sharing their answers. Ms. Jackson continued the activity until all errors were discussed.

Through this process, students provided feedback to one another while the teacher monitored for correct answers and student understanding to use in planning the next lesson.

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INCLUDED HERE:FEEDBACK AS A RESULT OF ENGAGEMENT

CLASSROOM DISCUSSION


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Middle/HighThe following vignette is an example of a teacher implementing a writing workshop in an English class to support cooperative learning to increase engagement and elicit feedback in a variety of forms (ie, student-student, teacher-student, and student-teacher)

Mr. West’s class is building their capacity to become assessment-capable visible learners. They are learning the value of being able to monitor their learning progress, rather than relying solely on the teacher to provide feedback. Mr. West is keen on how each of his students learn; however, he knows that he cannot possibly provide enough timely and specific feedback to individual students. Currently, the class is working on a persuasive essay that requires revisions and edits to several drafts. For the next lesson, Mr. West has planned a writing workshop that will intentionally support students’ ability to assess their own progress and seek feedback from peers and the teacher to make necessary corrections throughout the drafting process.

Mr. West has prepared different writing workshop stations to address the five key components of effective writing: proper sentence structure, proper punctuation usage, subject/verb tense, using the correct word, and paragraph structure/organization. At each workstation, there are handouts with step-by-step instructions, specific learning goals, criteria for success, examples of correct usage of the writing component, and the following feedback questions:

1. Where am I going?

2. How am I going there?

3. Where will I go next?

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Once the class is settled, Mr. West assigns each student to a workstation in groups of four. He then explains the rules of the workstations. Students are given ten minutes to work at each station. During the first five minutes, students make necessary revisions/edits to their own papers. Afterwards, the students exchange papers within their groups to receive peer-to-peer feedback. Next, papers are returned to the author so that students can spend two minutes answering the three feedback questions before they move to the next workstation. They continue this process until all five stations are completed.

Throughout this process, Mr. West makes a point to visit each workstation, monitor student progress, and provide additional corrective feedback. As an example, he said to Aubreigh, “I see that you properly structured the sentences in your introductory paragraph. Let’s look at how you did that, and then apply that same strategy to your concluding paragraph sentences.” He followed up by asking Aubreigh, “What did you do correctly to structure your sentences properly?” In asking this question, Mr. West is encouraging Aubreigh to self-regulate by recognizing what she did correctly and acknowledging that she can structure sentences. Having this confidence, Aubreigh can now determine what is necessary to independently make corrections.

At the conclusion of the lesson, Mr. West instructs students to provide feedback on an index card about their experience of the writing workshop stations. He tells them to offer one plus (one thing from the activity that helped them through the writing process) and one delta (one thing that could improve the activity).

Frey, N., Hattie, J., & Fisher, D. (2018). Developing Assessment-Capable Visible Learners, grades K-12: Maximizing skill, will, and thrill. Thousand Oaks, CA: Corwin Literacy

Literacy

A P P L I C A T I O NINCLUDED HERE:

FEEDBACK AS A RESULT OF ENGAGEMENT


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ElementaryThe following vignette is an example of a teacher using a cooperative learning activity to teach place value of decimals. This strategy increases active engagement as well as provides student-to-student and teacher-to-student feedback.

As they entered mathematics class, each fifth grader was given an 8 × 12 piece of cardstock with a number and a place value on it – such as 5 hundredths, 3 ones, 2 tens or 7 tenths. By their expressions and the conversation, it was clear that their curiosity was piqued as to what the lesson would be and how the cards would be used.

After distributing the cards, Ms. Benson moved to the front of the room holding a similar card with what appeared to be a decimal point on it. Then students were compared cards to find what each had and to assess the different possible place value options. They decided that whatever was going to happen was going to be about decimals and it appeared to be something exciting. Ms. Benson gave directions to the activity by saying, “First and foremost, we read decimals in a precise manner today. That means 3.46 is not read as three point four six, but is instead three and forty-six hundredths.” With that agreement in place, Ms. Benson shared the instructions, “First, I will read a number to you. If your card puts you as part of the number, please come forward and step into the correct position surrounding me as I will be your decimal point. When we have the entire number in place we will read it together and see if it matches the number I announced.” Next, Ms. Benson said, “Three hundred, twenty-five and 17 hundredths.”

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There was a great deal of discussion as students looked at their numbers and tried to confirm with others that they should or should not be in the number forming at the front of the classroom. One student with 3 hundredths came up to be a part of the number. Then realizing the number required 3 hundreds and he had 3 hundredths, he went back to his seat. Another student had 1 tenth, but did not come up until others started looking around the room asking, “Who has one-tenth?” “Oops,” the student said as she dashed to the empty spot awaiting her. Then the number was reread by the class as “Three hundred, twenty-five and 17 hundredths.” Ms. Benson gestured to the word “hundredth” at the bottom of the card to the right of the final number as a reminder of the way the decimal is read – as reading the entire number from the decimal point and stating the place value as the fractional unit. She also wanted to refresh students’ memory, so she asked, “Why are we now able to use the word ‘and’?” The students stated that the word and is only read in a number when there is a decimal point. Ms. Benson said next, “Let’s round our number to the nearest tenth.” Students in the tenths and hundredths place looked at each other and started to talk about what they should do. Both decided they needed to leave the number. The student with 2 tenths eventually identified that they were the result of the rounding and came forward. Ms. Benson turned to the class and asked, “What happened?” Students were able to share their thinking as well as discuss the convention of rounding up if a number is five or higher. Then a few more numbers were called out with some rounding included along the way.

Mathematics




QUESTIONING


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Elementary (Cont.)

“Let’s compare some decimals to decide which one is greater than the other,” Ms. Benson announced. “I’m going to call out two numbers and the greater of the two should come to the front.” She then said, “My first number is 6 tenths and my second number is 35 hundredths.” The students quickly looked around with some students jotting down numbers to help them think about the comparisons. Interestingly, three students headed forward: 3 tenths, 6 tenths and 5 hundredths. Ms. Benson asked each student, “Why do you think you should be at the front of the room?” The student with 3 tenths replied, “Thirty five is greater than six” with the child with 5 hundredths shaking her head in agreement. The student with 6 tenths replied, “Six tenths is greater as you only have three tenths with some more hundredths toward making four tenths. If I wanted to have hundredths we could add a zero and I would be equal to sixty hundredths which is greater than thirty five hundredths.” Ms. Benson asked the class to talk to a partner and decide which response they thought was the correct answer. After much discussion the student with 6 tenths took his place at the front.

This kind of animated action and actual participation in part of the number being built allows for many important relationships to emerge. First, students have little difficulty linking decimals to fractions when they consistently read a decimal as a fraction. Second the rounding process becomes more meaningful as students debate the action that needs (or needs not) be taken. Also, importantly, a discussion of one of the most common misconceptions occurred – the “longer the number, the larger the number” (Desmet, Grégoire & Mussolin, 2010). This is a particularly troublesome confusion as students may stubbornly hold on to their whole number thinking instead of thinking of the magnitude of the fraction. What is known is that students who actually act out these situations by actions with models gain what Dougherty (2008) calls “mental residue” or the knowledge that remains with a student after the lesson is over. This lesson provided a level of engagement and immediate feedback to ideas that were either mistaken or solidly in place – something that generated the mental residue needed to move to operations with decimals.

Mathematics




QUESTIONING

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Middle / High

The following vignette is an example of a teacher beginning to build a culture where errors are welcomed as a part of the learning process. The teacher uses an error analysis strategy for students to provide each other feedback.

Mr. Miller’s class has been practicing the application of the distributive property as a method to simplify expressions. He wants to determine any misconceptions students may have when distributing terms in expressions. He creates sample student work for his class including common errors found when applying the distributive property, as seen below:

Simplify.

5. 3(4x+2y - 2) + 7(y+5x)

A. 12x + 6y - 2 +7y + 35xB. 12x + 35x + 6y + 7y - 2C. 47x + 13y - 2

What did the student do correctly?

Where did the student make a mistake?

How would you help this student?

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Mr. Miller asked his class to use the three questions to help them develop feedback for the sample student. After students completed their responses to the questions, they exchanged their results with a partner and compared them to determine if the same errors were identified. Mr. Miller listened to the students’ conversations and noted any common misconceptions.

Mr. Miller then asked the class for examples of feedback that would move the student’s understanding forward. He documented each group’s response on posted chart paper. Mr. Miller concluded the activity by writing an expression that involved the distributive property on the board and asked the students to individually simplify it.

Chappuis, J. (2009). Seven strategies of assessment for learning. Portland: Educational Testing Service.

Mathematics




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ElementaryThe following vignette is an example of a teacher using a cooperative learning strategy, “Numbered Heads Together”, to increase engagement as well as provide student-to-student and teacher-to-student feedback. This strategy promotes the use of feedback at all four levels (i.e., task, process, self-regulation, self).

Mr. Albini, a 5th grade teacher, was looking for ways to make his social studies lessons more engaging for his students. Upon reflection, he thought he was doing a good job of interspersing videos and small group activities into his lessons, but it seemed as if the same few students were actively participating. When planning an upcoming lesson on the Preamble of the Constitution, Mr. Albini decided to incorporate a cooperative learning strategy called Numbered Heads Together into an activity, “What Basic Ideas are in the Preamble to the Constitution?” by the Center for Civic Education (2003). Prior to the lesson, Mr. Albini purposely divided students into six heterogeneous groups of four. Each group was assigned one part of the preamble – Group 1: form a more perfect union; Group 2: establish justice; Group 3: insure domestic tranquility; Group 4: provide for the common defense; Group 5: promote the general welfare; and Group 6: secure the blessings of Liberty. He then gathered dry erase boards, markers, and cloths for each group to use.

At the start of the lesson, Mr. Albini had the Preamble of the constitution displayed on the interactive board. He stated, “We are going to examine the basic ideas in the preamble to analyze their importance. To do this, we are going to break into small groups and each group will study one part of the preamble”.

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After putting students in their groups, Mr. Albini handed each student a dry erase board and asked each person in the group to count off 1 to 4. He then shared that each group would be answering the following questions:

1. What is the meaning of your portion of the Preamble? Give an example.

2. Why is this part of the Preamble important?

3. What does your part of the Preamble have to do with protecting your rights and the common good?

Before having the students begin their work, Mr. Albini explained to the class, “It is important that everyone puts their ‘heads together’ to come up with the answer, because I will be randomly choosing a number from 1 to 4. The student that represents this number will give your groups’ answer to the rest of the class”. Mr. Albini was pleasantly surprised to see that all students were actively engaged in the discussion.

After 15 minutes, Mr. Albini called “time” and randomly called out a number for each group. Students who were typically disengaged became active participants when their number was called. These students seemed more at ease because they had the group’s written response to use as a guide. He was also able to ask follow-up questions to other members of the group to clarify or justify the group’s response. Because of the success of this lesson, Mr. Albini planned to incorporate more cooperative learning strategies into his social studies lessons.

Social Studies




QUESTIONING


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Middle / HighThe following vignette is an example of a teacher using questioning to engage students during individual conferences. This process provides teacher-to-student and student-to-teacher feedback at all four levels (task, process, self-regulation, & self) while promoting positive relationships between the student and the teacher.

Mrs. Sanders is meeting individually with students to discuss the process of their argumentative papers. In their assignment they had to explain and give an example of how the rights of one individual may, at times, conflict with the responsibility of the government to protect the “common good.” For example, Dion chose to write about the conflict of privacy rights of personal cell phones and the need of the government to hack into them in cases of homeland security concerns. Mrs. Sanders began the conference with “I read your draft yesterday. You are off to a great start. Let’s look at this and your checklist to outline needs for your next draft.” She addressed the “Where am I going?” first by identifying specific strength. She continued to press by saying, “You cited numerous privacy laws and connected them to the concept of cell phones. What sample cases from recent years have you found?

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Mrs. Sanders continued by addressing “How I am going to get there?” in a supportive manner, “Let’s make a list of places where you might locate potential sources to find this information. This will ensure that you don’t forget what we discuss in this brainstorming session.” Then they discussed which news websites would have this information and how to confirm the accuracy of these stories.

The conference ended with Mrs. Sanders addressing the next steps question by saying, “What’s next for you? It’s important for you to know where you are going and have a plan to get there. Tell me a couple of things that you plan to do today and tomorrow?”Dion offered, “Well, I know that I need to find some specific cases to support my argument. I also need to make sure that they are from reliable sources. I was thinking about getting some quotes from my friends or students to add to my paper. I need to use the checklist to make sure that I include everything. Thanks for the help, Mrs. S!”


Social Studies



QUESTIONING


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ElementaryThe following vignette is an example of a teacher using engagement strategies to allow student-to-student feedback. These strategies, a gallery walk and a digital platform “SeeSaw”, allow for the teacher to modify the lesson based on student responses.

Mr. Kraft starts each class by revisiting the main concepts from the previous day. He asks the class to review their notes with a partner. During this review, students use the 3-2-1 strategy — three facts they learned from the lesson, two new ideas they found interesting and one question they still had.

He has recently noticed that the students rarely have questions regarding the previous lesson when asked to use this strategy. Mr. Kraft has also noted that the same four or five students voluntarily respond each day. To address this concern, Mr. Kraft implemented an active-response strategy intended to engage all students during this whole-class activity.

The following day, before beginning his usual review strategy, Mr. Kraft provided each student with three post-it notes to record one fact, one new idea, and one question from their concept review. He then asked students to place their post-it notes on the matching chart-paper located around the room. Once set up, they participated in a gallery walk and used their science notebooks to write down similarities and differences between their findings and those of their peers.

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During the instruction, the students compared two states of matter. Mr. Kraft used the digital platform “SeeSaw” https://web.seesaw.me/. He placed a Box-and-TChart on the class screen. Each student wrote their responses using a mode of technology (i.e. iPad, Chromebook, smart phone, etc.) The teacher and other students were able to give feedback on each answer as they appeared on the class screen.

This strategy allowed students to give feedback to one another while helping the teacher modify his instructional strategies, as needed, and differentiate instruction for struggling students.

Science




QUESTIONING


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Middle / HighThe following vignette is an example of a teacher using an active-response strategy—write-on response boards and prompts requiring a response from all students individually. This strategy is intended to increase student engagement during a whole-class activity and provide opportunities for teacher-to-student feedback. This strategy also allows for informal formative assessment of the activity content.

At the beginning of each lesson in her science class, Mrs. Pikula has a corner of her whiteboard where students are asked to write any questions from the previous lesson. She has recently become frustrated that the students rarely have any questions on the board. She has also noted that the same four or five students voluntarily respond to any review questions. To address this concern, Mrs. Pikula implemented an active-response strategy intended to engage all students during whole-class activities. She provided each student with a write-on response board (an 8.5” x 11” dry erase board), a marker, and a cloth. Instead of expecting a voluntary verbal response from a single student for each review question—a strategy that excludes other students from engagement —Mrs. Pikula had each student provide a written response to the review questions using the response boards.

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During the previous lesson, the students were learning about biotic and abiotic factors. For the current lesson’s active review, Mrs. Pikula drew a large Venn diagram on the board. She then asked students to write the name of an abiotic factor on their response boards and hold them up for her to read. Next, she transferred the students’ accurate responses onto the “abiotic” side of the Venn diagram and provided verbal feedback on the incorrect responses. She repeated this process for the “biotic” side and the intersection of the Venn diagram.

Write-on response boards allowed Mrs. Pikula to increase the active participation and engagement of her students by requiring a response from each individual student during whole-class activities. She used the responses to determine misconceptions and plan appropriate adjustments in the following day’s lesson.

Science



QUESTIONING


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ElementaryThe following vignette is an example of a teacher using a questioning strategy called “What Makes You Say That?” (WMYST) within a Socratic Circle to introduce a new unit.

Mrs. Rubio-Torres has set up her classroom in a horseshoe formation and projected the painting, “The Bridle Path, White Mountains,” by Winslow Homer on the interactive board. She gives students three prompts: “What colors do you see in this painting?”; “How does this painting make you feel?”; and “Why did this artist create this painting?”. She gives them time to reflect on these questions and informs them that they will be called on randomly to respond. After a few minutes, using the online randomizer, Magic Hat, she calls on one student to respond to any of the three prompts. Mrs. Rubio-Torres realizes that the first answers may be as detailed as she wants. To help students delve deeper into the prompts, she follows up the surface answers by asking “What makes you say that?” She asks in a respectful manner, not to challenge the students’ learning, but to convey a general interest in how students are making sense of their ideas. She continues to use the “What Makes You Say That?” prompt throughout this lesson to support students’ thinking.

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Hattie, J. (2010). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.

A P P L I C A T I O N


INCLUDED HERE:FEEDBACK AS A RESULT OF ENGAGEMENT


QUESTIONING


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Middle / HighThe following vignette is an example of a teacher using a card carousel strategy to provide immediate feedback to students within a cooperative learning opportunity.

Mme de Charette wants students to practice conjugation of verbs and use of appropriate vocabulary in her French class. She has designed a card carousel learning activity to assist students with this task. A card carousel activity can either contain the same number of cards as the number of groups or double the number of groups. In this activity, Mme de Charette chose to use the same number of cards as groups of students. Each card contains a sentence in English that student groups will translate into French on their recording paper. At the end of two-minutes, students will pass their card to another group and receive the next statement card. Before starting their next translation, students will flip the card over and see possible translations of their previous sentence. Students will make corrections to their own work using a different color pencil. This will allow Mme de Charette to identify student misconceptions easily and allow students to receive immediate feedback on their translation. This process will continue until all students have translated and corrected each sentence card on their recording sheet.

Keeley, P., & Tobey, C. R. (2017). Mathematics formative assessment. Thousand Oaks, CA: Corwin Mathematics.

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Strategies for Implementation

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The following are strategies that teachers can begin implementing in their classroom tomorrow: Opportunity to respond

1. Create cooperative learning opportunities where students are working through challenging tasks together while the teacher monitors the learning and provides timely feedback within the task. (e.g., Numbered Heads Together) *

2. Use sufficient wait time (3-5 seconds). *

3. Employ a range of question types, use high-level questioning to engage students’ thinking, and allow them to struggle through the process. *

4. Study skills - assimilate materials in a meaningful way that helps learners take notes, review, set learning goals, and control their learning process (learning response notebooks, etc.).

5. Maximize the opportunities to respond (OTR) for every student. *

Student Response

1. Design a strategy that requires peer input to proceed from one step to the next.

2. Multi-modalities -- Provide multiple opportunities for students to show what they know. Begin a digital platform where students can respond to each other (SeeSaw, Google Classroom, blog, Padlet, Answer Pad, Poll Everywhere, Dotstorming, etc.) in writing.

3. Reflect daily on learning targets/tasks.

Feedback

1. Provide sentence starters for both corrective and positive feedback.

2. Give specific, explicit, timely feedback and behavior praise. *

3. Encourage self-reflection, permit every student the opportunity to self-assess and correct mistakes. *

4. Use metacognitive questioning strategies that allow students to reflect/respond to learning: What did the student learn? How did the student learn? How well did the student master today’s target/goal? *

5. Give deliberate feedback at different levels: task, process, and self-regulation depending where the student is in the learning cycle. *

6. Provide task specific feedback that is observable and measurable. *

7. Offer feedback from various perspectives and try to link feedback to the past, present and future

8. Harness the power of peers: Include learner-to-learner feedback in your lesson. *

9. Elicit student feedback as to whether instruction and success criteria are clear.

*Can also be used in early childhood.


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Teacher Self-Assessment(Success Criteria)

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The following reflection questions are designed for teachers to self-assess and/or reflect on Feedback practices.

1. Do I seek feedback from my students using a variety of opportunities to respond regarding their learning?

2. Do I seek feedback from my students to give them insight into closing gaps of understanding during the learning process?

3. Do I avoid cognitive overload, by giving my students intentional feedback on a selective number of important points?

4. Do I focus feedback on what students know, did and achieved? Is my feedback directed to the task and not to the student? (e.g., “I really like how you used a strong lead sentence in the introduction to your essay,” vs “Good job, on your writing.”)

5. Do I integrate phases of dialogue into the lesson to assess student performance to determine the effectiveness of my instructional practices?


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Resources

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ARTICLES:

Haydon, T., Macsuga-Gage, A. S., Simonsen, B., & Hawkins, R. (2012). Opportunities to Respond: A Key Component of Effective Instruction. Beyond Behavior, 22(1), 23-31. doi:10.1177/107429561202200105

Scott, T. M., Alter, P. J., & Hirn, R. G. (2011). An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders. Education and Treatment of Children, 34(4), 619-641. doi:10.1353/etc.2011.0039

BOOKS:

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching, New York: Guilford Press.

Chappuis, J. (2009). Seven strategies of assessment for learning. Portland: Educational Testing Service.


Hattie, J. (2010). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Keeley, P., & Tobey, C. R. (2017). Mathematics formative assessment. Thousand Oaks, CA: Corwin Mathematics.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.

WEBSITES:

Vanderbilt Kennedy Center for Research on HumanDevelopment (n.d.). Peer-assisted learning strategies.Retrieved May 2018 from https://vkc.Vanderbilt.edu/pals/

VIDEOS:

CIBRS: Center for Instructional and Behavioral Research in Schools. (2017, July 5). Opportunities to Respond [Video file]. Retrieved from http://www.cibrs.com/opportunities-to-respond/


JCPS ESSENTIAL SYSTEM 6

INSTRUCTIONAL FEEDBACK AND PROFESSIONAL LEARNING

MTSS TOOLKIT

Feedback via Engagement

mtss toolkit feedback via engagement · 2019. 1. 10. · mtss toolkit: classroom systems that...

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