» www.padlet.com/wall/I7teacherwishes

What are your goals for tonight?

Welcome to our I.7 Closer Look!

Please share with a neighbor an example of feedback you have received that was helpful. Talk about how this helped you grow.

Now, please share an example of feedback you have received that was not helpful. Talk about why it was not useful to you.

Examples of Feedback

» Introduction» Analyze and categorize Framework language » Score samples of feedback» Practice identifying examples of academically

focused descriptive feedback» Practical application» Descriptive feedback for presenters

Agenda

» Content Language Objective: Teachers will orally explain how academically

focused descriptive feedback guides students to take next steps and make revisions that support them in mastering objective(s) using sentence stems such as:

a) This feedback is academically descriptive because…

b) This feedback will help students know their strengths and identify next steps by…c) This feedback will support students toward mastery of the objective because…

Content Language Objective

Close your frameworks! Read each bullet and match it to the appropriate

category for both teacher and student behaviors Discuss your thinking with your tables using: » I aligned it to….. because…… SUHUPU- discuss a noticing you made

Aligning framework to categories

Domain: Instruction Expectation: High-Impact Instructional Moves Indicator I.7: Provides students with academically focused descriptive feedback* aligned to content/language objective(s)

Observable Evidence Not Meeting (1–2) Approaching (3–4) Effective (5–6) Distinguished (7)

Teacher Behaviors

Provides feedback to only a few students.

Feedback is not descriptive or timely; may be limited to evaluative or motivational (e.g., “good job,” “excellent work”).

Does not provide next steps for students.

Provides academically focused descriptive feedback to some students and/or during some parts of the lesson.

May provide timely descriptive feedback on students’ progress toward mastery of objective(s), but majority of feedback is focused on task completion.

Identification of students’ next steps is not clearly evident.

Provides academically focused descriptive feedback to most students throughout the lesson.

Provides timely academically focused descriptive feedback allowing students to know their progress toward mastery of the objective(s).

Clearly identifies students’ next steps, focusing on students’ strengths and areas for growth.

In addition to “Effective”: Provides academically focused descriptive

feedback to all students. Teacher intentionally provides

opportunities for students to give one another academically focused descriptive feedback.

Ensures that students can identify next steps.

Feedback is generative and can be transferred to other settings.

Student Behaviors

Few students are clear on steps needed to make progress towards mastery of objective(s).

Some students are clear on steps needed to make progress towards objective(s).

Most students apply academically focused descriptive feedback to their work in order to take next steps and make corrections and/or revisions that support them in mastering objective(s).

In addition to “Effective”: Students provide academically focused

descriptive feedback to each other. Students explain how their work/responses

meet the expectations of objective(s). Students are able to explain steps needed

to improve their work.

Examples of evidence for effective teacher and/or student behaviors may include: Circulating during lesson to question students and provide academically-focused descriptive feedback Defining deficiencies and highlighting next steps when using non-proficient examples Using think-alouds to model how students could respond to the use of feedback Providing feedback on students’ use of strategies and metacognitive processes Providing feedback by modeling corrections in the response to a student (recasting) Supporting grades/marks with written academically focused descriptive feedback Providing opportunities for student action/reflection based on feedback received Providing opportunities for students to self-assess and peer-assess (e.g., with rubrics) Data charts reflecting progress toward explicitly stated goals/objective(s) referenced during lesson Referencing anchor charts based on students’ responses and/or work One-on-one conferencing, small group, or whole group tasks that result in students receiving academically focused descriptive feedback Utilizing feedback loops to get additional information from students (e.g., questionanswerclarifying questionanswerprobing questionanswer)

1. Academically Focused Descriptive Feedback toward task v. CLO

2. Quantity and Quality3. Appendices4. White box5. Teacher AND student behaviors6. Connections across Framework

Key Points

Independently align each feedback scenario to the framework categories: Distinguished, Effective, Approaching, Not Meeting

Discuss how you aligned the evidence using:» The evidence aligns to…..because……» Some next steps for the teacher might

be……..Share out whole group

Samples

1. Good job!2. During observation, Teacher gives descriptive feedback

focusing on strengths and next steps to 5/30 students.3. Nice job! You are so smart. What kind of cheer do you

want?4. T: What are you doing to do to make sure that sentence

makes sense? S: I got my mouth ready ‘cause of the first letter and checked the picture. T: Great strategy to cross check. Does the word you decoded make sense? S: No. T: So what’s your next step? S: I’m going to reread.

5. T facilitates partners, S to S: The details in your picture helped me imagine the story.

6. CLO: explain stages in volcanic eruption. T, You used the sequencing words first and next. Keep that up. Now add the language lava and magma to your presentation.

Categorize with a partner:

Think about the steps ss need to take to master CLO

Recognize what students have in place

Communicate next steps for students

Ask students questions to move their thinking

Consider modifications for diverse learning needs

Practice planning descriptive feedback

Feedback for presenters

» Now it’s time for you to give us some descriptive feedback!

» Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.

» Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.» Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B. (2012). Classroom instruction that works: research-based

strategies for increasing student achievement, 2nd edition. Alexandria, VA: ASCD.» Echeveria, J., Vogt, M., Short, D. J. (2010). Making content comprehensible for secondary English learner:, the

SIOP model. Boston, MA: Pearson.» Educational Leadership (September 2012, Vol. 70 No. 1). Feedback for learning.» Hill, J. D., Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria,

VA: ASCD.» Jackson, R. R. (2009). Never work harder than your students & other principles of great teaching. Alexandria,

VA: ASCD. » Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom instruction that works: research-based

strategies for increasing student achievement. Alexandria, VA: ASCD.» Reeves, A. R. (2011). Where great teaching begins: planning for student thinking and learning. Alexandria,

VA: ASCD.

RESOURCES