No More Mystery Bus No More Mystery Bus ToursTours

Digging DeeperDigging Deeper

last year – deconstructing 1.5 – 1.9 last year – deconstructing 1.5 – 1.9 to understand questioning, to understand questioning, consistency in moderated markingconsistency in moderated marking

Movement towards Learning Goals, Movement towards Learning Goals, Success Criteria and feedbackSuccess Criteria and feedback

Differentiated by divisions (e.g. Differentiated by divisions (e.g. intermediates guided reading) intermediates guided reading)

Shift in timing – division makeup Shift in timing – division makeup

The Focus of Our The Focus of Our Feedback WorkFeedback Work

Intentionality increasesIntentionality increases

Have-a-goHave-a-goSpecificitSpecificity y develops develops – – thinkingthinking

Meta- Meta- cognitioncognition

OwnershiOwnershipp

What it Sounds Like, Looks What it Sounds Like, Looks LikeLike

SpecificitySpecificity – “What is it that the author wants you – “What is it that the author wants you to know, but doesn’t tell you?” to know, but doesn’t tell you?”

““Why is your connection important to the author’s Why is your connection important to the author’s message?” message?”

““How do you know that your evidence supports How do you know that your evidence supports the question?” the question?”

What do we mean by more detail? What do we mean by more detail? Meta-cognitionMeta-cognition – numbering of SC, feedback logs – numbering of SC, feedback logs

self/peer/teacherself/peer/teacher OwnershipOwnership – state the feedback in your own – state the feedback in your own

words, model using feedback, words, model using feedback, assessment/instruction connectionassessment/instruction connection

Document cameras Document cameras

Supporting the MathSupporting the Math

PRIME trainingPRIME training Co-teaching lessonsCo-teaching lessons CIL-M CIL-M Supporting highlightsSupporting highlights

and Summariesand Summaries

Feedback in MathFeedback in Math

Co-constructed with Coldwater Co-constructed with Coldwater teachers during CIL-Mteachers during CIL-M

Considered process expectations, Considered process expectations, Achievement Chart categories, Achievement Chart categories, Polya’s problem solvingPolya’s problem solving

Student-friendly wording Student-friendly wording

Inquiry ModelInquiry Model

Accountable talkAccountable talk Higher level questioningHigher level questioning ForFor and and AsAs feedback feedback Guided readingGuided reading

How do we provide opportunities for How do we provide opportunities for students to ‘fail-safe’ students to ‘fail-safe’

What effects does accountable talk What effects does accountable talk have on student performance and have on student performance and student efficacy?student efficacy?

What is the bigger question? What is the bigger question? What is the ‘difference that is What is the ‘difference that is

making a difference’? making a difference’?

We Wonder….We Wonder….