CRISP and SPECK8 Spring WorkshopCRISP and SPECK8 Spring Workshop

2011 Schools of Distinction

Blaine Middle SchoolLyman ElementarySamish Elementary

Blaine High School2011 Washington

Achievement Award from OSPI and State Board of

Education

Neah Bay Middle and High School

2011 School Of Distinction AwardNeah Bay Middle School

State STEM Award for Achievement in Math and

ScienceNeah Bay Elementary

School2011 Washington State Title I

Improvement Award

National Board Certification

2011Laure Brooks Anne MortimerMissi Chalfant Maggy WiteckiSam Morrow

2010Heather Farren Paul Hope

WSTA Higher Ed Teacher of The

YearScott Linneman

WSTA Middle School

Teacher of The Year

Jody Dylan

Reconnect Feedback (9am-11 am)Grading (11am-12 pm)Lunch (12 pm- 1 pm)Teacher Sessions (1pm- 3pm)Principal Sessions (1 pm- 3 pm)Reflection and Closing (3:00-3:30 pm)

The analogy that might make the student’s view more comprehensible to adults is to imagine oneself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he is going. But a child only knows he is going to school... The chart is neither available nor understandable to him...Very quickly, the daily life on board ship becomes all important...The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination.

Mary Alice White

How have you changed the way you How have you changed the way you communicate learning targets to your communicate learning targets to your

students?students?

Strengths From observing CRISP and SPECK8 Lessons

•Clear learning targets for science content

•Connections made to previous lessons

•Connections made to everyday phenomena

and applications

•Students encouraged to use evidence to

support thinking

•Respectful classroom interactions

•Various instructional strategies

Areas for Improvement from SPECK8 and CRISP

•Increase wait time

•Increase follow-up to student

responses

•More time for sense making

•Increase challenging questions

Welcome

• Change songs

U3

Underprepared

Uncomfortable

Unguarded

Graham Road Elementary School uses a “fish head”

My ChallengeLack of background knowledge

Lack

of exp

osure

My Next Steps

Poverty of family

Little exp

erience

outside cla

ss

Hasn’t r

ead th

e right b

ooks

Lack of vocabulary

Parents don’t know much about

subject

Incorporate the right books in guided reading lessons.Video background knowledge projectConsciously develop vocabulary through reading, vocabulary lessons, and field trips

A Generation of Learners?

The one really competitive skill is the skill of being able to learn. It is the skill of being able

not to give the right answer to questions about what you were taught in school, but to make

the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to

act when they’re faced with situations for which they were not specifically prepared.

Seymour Papert

Successful Education

The test of successful education is not the amount of knowledge that a pupil takes away from school, but his

appetite to know and his capacity to learn. If the school sends out children with the desire for

knowledge and some idea how to acquire it, it will have done its work. Too many leave school with the appetite

killed and the mind loaded with undigested lumps of information. The good schoolmaster is known by the

number of valuable subjects which he declines to teach.

The Future in Education (1942)

Richard Winn Livingstone

Formative AssessmentFive Key Strategies

All plants and animals have

various external parts

Different animals use their body

parts in different ways to see, hear,

grasp objects, and move

from place to place.

Animals have various ways of obtaining

food and water. Nearly

all animals drink water or eat foods that contain water.

Living things have basic needs, and they meet their needs in various

ways.

Unit Big Idea

Lesson Learning Target

Lesson Learning Target

Lesson Learning Target

Research Based Lesson Cycle

Draw out Initial Ideas about Learning Target-Students surface their thinking about using techniques like discussions, demonstrations, examples, and formative assessment probes-Teacher modifies/ adjusts lessons in response to student ideas

Reflect/ Make Sense-Students and teacher think about and discuss understanding of the Learning Target as evidence in artifacts and reflect on their own learning (how their thinking has changed and what experiences changed their thinking)

Engage with Phenomena to Generate and Collect Evidence related to the Learning Target-Students engage in appropriate activities such as experiments, observations, technology-based simulations or demonstrations, exploration of text-based information, or lectures -Students reflect on initial ideas in light of evidence, think about and analyze data, discuss evidence and ideas with peers and teacher and provide and receive feedback

Summative AssessmentSuccess

?Yes!

Success?Not yet

Share the Learning Target (Concept)-Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria?-Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it?

Where am I going?

Where am I now?

How do I close the gap?

How do I close the gap?

Where am I now?

Generate Artifacts/ Evidence of Learning-Students demonstrate their current thinking by creating a concept sketch, lab report, class presentation, written report, solved problems or other artifacts-Teachers and students provide useful feedback based on clear success criteria

Next Concept

Feedback

•Know role of and characteristics of effective feedback

•Be able to give effective feedback to students and peers

•Be able to explain the connection between motivation, feedback, and grading

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•What is the purpose of feedback?•What does effective feedback look like?•What are barriers to providing effective feedback in your classroom?

Why feedback?

Read Brookhart introduction,pages 1-2.

What idea(s) were most surprising or interesting to you in this section?How might these idea(s) impact your classroom practice?

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What ideas surprised or interested you?How might these ideas impact your classroom practice?

•http://www.journeytoexcellence.org.uk/videos/expertspeakers/feedbackonlearningdylanwiliam.asp

Dylan Wiliam Feedback

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Kinds of feedback: Israel264 low and high ability grade 6 students in 12 classes in 4 schools; analysis of 132 students at top and bottom of each class.Same teaching, same aims, same teachers, same classworkThree kinds of feedback: scores, comments, scores and comments

Achievement Attitude

Scores no gain High scorers: positiveLow scorers: negative

Comments 30% gain High scores: positiveLow scorers: positive s

Butler (1988)

Responses

What do you think happened for the students given both scores and comments?a) Gain: 30%; Attitude: all positiveb) Gain: 30%; Attitude: high scorers positive, low scorers negativec) Gain: 0%; Attitude: all positived) Gain: 0%; Attitude: high scorers positive, low scorers negativee) Something else

Achievement Attitude

Scores no gain High scorers: positiveLow scorers: negative

Comments 30% gain High scores: positiveLow scorers: positive s

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If teachers are providing careful diagnostic comments and then putting a score or a grade on the work, they are wasting their time. They might as well just give a score or a grade, the students won’t learn anything as a result, but the teacher will save a great deal of time.

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Consider Wiliam’s principle’s of feedback on pages 3-5.How do Wiliam’s ideas about feedback resonate with you?Do your current feedback practices reflect these principles?How can you change your practices to incorporate these ideas?

Which of Wiliam’s principles resonated most with you?

How will you incorporate these ideas into your classroom practice?

Read Brookhart Strategies and Content.

What further ideas can you gain about effective use of feedback in your classroom?

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Look over the sheet Assessing Feedback Strategies and ContentRead Examples of Good Feedback and Examples of Bad Feedback

Do you find your current classroom practice in either of those columns?

Keep these examples in mind when we practice giving feedback onstudent work later on.

Feedback with Negative Consequences

• References permanent characteristics of the student, intelligence or talent

• Gives correctives (right or wrong) with no information about how to move the student forward

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Five Characteristics of Effective FeedbackDirects attention to the intended learning, pointing out strengths and offering specific information to guide improvement

Limits correctives to the amount of advice the student can act on.

Addresses partial understanding

Does not do the thinking for the student

Occurs during the learning process.

Directs attention to the intended learning

Your design shows that you are clear about what you want to measure, and you have listed four factors that should remain constant in your test and one that will change.

For your test to be fair, there is one other factor that must remain constant. You are planning to measure the time that parachutes of different sizes take to fall to the ground. With this in mind, can you review your plan and think about what else needs to be constant? I’ll be back in a few moments to hear your ideas.

Addresses partial understanding

You have planned your fair test in general terms. Now think about how you would conduct your test in a systematic way so that you can draw conclusions from your test. I suggest you review some of the examples of fair tests we looked at from last year’s students to help you think about how you will conduct measurements and record your data in systematic ways so that you can compare your results.

Does not do the thinking for the student

Remember, the success criterion for this task was that all your conclusions should be backed by evidence. I’ve used a check mark to indicate the statements that are backed by evidence. Now, you each need to find the statements that are not supported by evidence and provide it.

Limits correctives to the amount of advice the student can act on

Starting your speech with a question was a good way of getting your audience’s attention. I think you could make a bigger impact at the end of your speech if you go back to your question and finish with a sentence that shows how you answered the question.

Occurs during the learning process

Remember we talked about density as mass divided by volume? See if you can calculate density for each substance. I’ll be back to check in a few minutes.

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Five Characteristics of Effective Feedback-PinkyDirects attention to the intended learning, pointing out strengths and offering specific information to guide improvement

The questions should ask the student to think about the important concepts, one science, and one process. Where is the initial energy? Did I answer the question that was asked?

Limits correctives to the amount of advice the student can act on.

There were two main issues: the wheel as the energy source, and understanding the question. Feedback was limited to these issues.

Addresses partial understanding

Student has the idea of how to write a narrative down, and understands the notion of energy source and receiver. Her confusion was in thinking that the brake was the energy source rather than the wheel- because one squeezes the brake handle to activate it. This is a common understanding.

Does not do the thinking for the student

I tried to frame my comments as questions to encourage the student to think.

Occurs during the learning process.

This is feedback on homework, so occurs during the next class.

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http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx

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• Choose grade of work (4, 8, 12)• Answer question yourself

• Using scoring guide, Assessing Feedback Strategies and Content (from OESD), and Five Characteristics of Effective Feedback, write feedback for each student’s work

• After providing feedback for students, trade papers with a peer, and give each other feedback

The right amount of feedback to give is

different for different students and

assignments …the right amount of feedback

for one student might overwhelm another.”

~Susan Brookhart

Feedback should be clear, purposeful and meaningful, compatible with students’ prior knowledge, and provide logical connections. It should prompt active information processing on the part of learners and relate to clear and specific goals.

~Hattie & Timperley, 2007

Formative assessment provides feedback to teachers from the evidence they collect in the course of teaching and learning. This feedback is something they feed forward into their instruction to improve student learning.

~Margaret Heritage

What changes will you make to your feedback practices next

week?

5151

Enjoy your lunchReturn in an hour

Feedback on Learning Progressions

Text

Text

Text

Text

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Resource to Help Provide Feedback

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Form to Provide Feedback

Write comments onpost it notes and/ oron this form

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Regroup with new grade level partnersTake turns sharing techniquesMonitor your time so you all have an opportunity to share

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Opportunities

www.washingtonstem.org

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Resources

http://speck-8.wikispaces.com

Summer Summer AcademyAcademyCRISP July 22nd- July 27thCRISP July 22nd- July 27th

SPECK8 July 29th- August 3rdSPECK8 July 29th- August 3rd

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ReflectionData CollectionSummer AcademyFuture Work