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Feedback and the

Feedback and the. Teacher Networks: Building Capacity for Powerful Instruction May 2014. Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social Studies Webinar 4: Feedback and the Common Core. Social Studies Webinar 4 Agenda WELCOME!

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Feedback and the

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  1. Feedback and the

  2. Teacher Networks: Building Capacity for Powerful Instruction May 2014 Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social StudiesWebinar 4: Feedback and the Common Core

  3. Social Studies Webinar 4 Agenda WELCOME! Introduction of ASCD Faculty Member and attendees Reminder of VLN Goals ASCD EDge Today’s Problem of Practice The Core Six & Strategies Look ahead to 2014-2015 school year ASCD/Gates Grant: Virtual Learning Networks

  4. Mark Barnes Role Reversal (ASCD, 2013) The 5-Minute Teacher (ASCD, 2013)ASCD FacultyLearnitin5.comcreator International presenter@markbarnes19 on Twittermarkbarnes19.commark.barnes.faculty@ascd.org

  5. Social Studies VLN Poll 1: What is your position? A: K-3teacherB: 4-6teacher C: 7-9 teacher D: 10-12teacherE: building administratorF: academic coach/district admin

  6. ASCD/Gates Grant: Virtual Learning Networks Today’s Agenda • WELCOME! • Introduction of ASCD Faculty Member and attendees • Reminder of VLN Goals • Today’s Problem of Practice • Core 6 Essential Strategies • Write to Learn • Vocabulary’s CODE • Looking ahead to 2014-15 school year

  7. ASCD/Gates Grant: Virtual Learning Networks • Two Years • Five Webinars per year • Content specific • Hosted by ASCD faculty member • Synchronous • Recorded and archived on EduCore®

  8. Goals: 1. Cultivate “Constructivist Community” 2. Help understand and facilitate the implementation of the CCSS3. Develop a virtual team to support each other 4. Exchange resources ASCD/Gates Grant: Virtual Learning Networks

  9. ASCD/Gates Grant: Virtual Learning Networks Today’s Agenda • WELCOME! • Introduction of ASCD Faculty Member and attendees • Reminder of VLN Goals • ASCD EDge • Today’s Problem of Practice • Core 6 Essential Strategies • Write to Learn • Vocabulary’s CODE • Looking ahead to 2014-15

  10. ASCD EDge VLN Social Studies 1. Go here 2. Log in Continue the conversation on the ASCD EDge VLN site 3. Join

  11. ASCD/Gates Grant: Virtual Learning Networks Today’s Agenda • WELCOME! • Introduction of ASCD Faculty Member and attendees • Reminder of VLN Goals • Today’s Problem of Practice • Core 6 Essential Strategies • Write to Learn • Vocabulary’s CODE • Looking ahead to 2014-15

  12. How do I evaluate writing and vocabulary effectively while integrating the Common Core? Problem of Practice

  13. Social Studies VLN Poll 2: How often are your SS students writing?A: 1-2 pieces weeklyB: 3-4 pieces weeklyC: More than 4 times weekly

  14. Social Studies VLN Poll 3: Which of the following best describes how you believe writing should be assessed?A: Use a rubric to evaluate content, style and mechanicsB: Assign a point value based on guidelinesC: Conference with the student D: Supply detailed written feedback

  15. ASCD/Gates Grant: Virtual Learning Networks Today’s Agenda • WELCOME! • Introduction of ASCD Faculty Member and attendees • Reminder of VLN Goals • ASCD EDge • Today’s Problem of Practice • Core 6 Essential Strategies • Write to Learn • Vocabulary’s CODE • Looking ahead to 2014-15

  16. Let’s make this close reading thing easy Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  17. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  18. Tips for Introducing and Using Strategies • Explain the strategy’s purpose and students’ roles in the strategy. 2. Teach the thinking embedded in the strategy. • Use discussion and questioning techniques to extend student thinking. • Ask students to synthesize and transfer their learning. • Leave time for reflection. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  19. Write to Learn & Vocabulary’s CODE Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  20. There is nothing to writing. All you do is sit down at a typewriter and bleed. Ernest Hemingway

  21. Establishing Purpose • Why? • Focuses attention • Alerts learner to key ideas • Prevents side trips and maximizes learning time • Can be used in formative assessment • Types • Content goal (based on the standards) • Language goal (vocabulary, language structure, and language function) • Social goal (classroom needs or school priorities)

  22. What is a content purpose? • An analysis of the content standard • Focuses on what can be accomplished toward the grade-level standard TODAY (in other words, it’s not the standard) • It is a learning goal, not an activity (can be written as a goal or objective)

  23. What is a language purpose? • An analysis of the language demands of the task • An understanding of the way students demonstrate their thinking through spoken or written language

  24. Educore.ascd.org

  25. Educore.ascd.org

  26. Social Studies VLN Poll 4: Which strategy best helps students write to learn?A: Quick write – 2-4 minutes: clarify, summarize, extendB: Pivot – Partner and ID the main ideasC: 4-2-1 – 4 big ideas, partner and cut to 2, then cut to 1D: None of these is best

  27. “Writing is as flexible and inexhaustible as language itself, meaning that no single classroom technique or set of implementation steps can effectively capture its dynamic power.” The Core six says. . . Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  28. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

  29. “How do I evaluate all of this writing?” Photo credit: Photopin Creative commons

  30. Formative Assessment • Feed up - establishing purpose • Feed back - providing students with information about their success and needs • Feed forward - using student performance for “next steps” instruction and feeding this into an instructional model

  31. Checking for Understanding Through Writing • A tool for thinking • An opportunity to get a glimpse of student understanding • Provides a different dimension than multiple-choice items

  32. Using Questions to Check for Understanding

  33. Stage 1: Prepare the Question Identify instructional purpose Determine content focus Select cognitive level Consider wording and syntax Stage 2: Present the Question Indicate response format Ask the question Select Respondent Source: Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press. Stage 3: Prompt Student Responses Pause after asking question Assist non-respondent Pause following student response Stage 4: Process Student Responses Provide appropriate feedback Expand and use correct responses Elicit student reactions and questions Stage 5: Reflect on Questioning Practice Analyze questions Map respondent selection Evaluate student response patterns Examine teacher and student reactions Effective Questioning Processes

  34. Ask the right questions T: What caused the greatest environmental disaster in our history? S: A BP oil rig exploded. T: Right. (Note this on a roster or online grade book). Name one major impact of the oil spill on the environment? S: Sea animals are dying. Writing doesn’t always have to be collected. This Q & A approach indicates comprehension.

  35. Promoting Oral Language Accountable talk • Press for clarification and explanation: Could you describe what you mean? • Require justification of proposals and challenges: Where did you find that information? • Recognize and challenge misconception: I don’t agree because ... • Demand evidence for claims and arguments: Can you give me an example? • Interpret and use each other’s statements: David suggested … Institute for Learning, University of Pittsburgh

  36. How will students improve if I don’t comment on their writing? Photo credit: Marco Arment: Photopin Creative commons

  37. How will students improve if I don’t comment on their writing? Write your opinion in the question box

  38. Share good models, collaborate with ELA teachers and allow students to practice various kinds of writing often. Photo credit: Photopin: CMIT Academy, Creative commons

  39. Photo credit: Photopin Creative commons

  40. Three Types of Language Purposes • Vocabulary: (specialized, technical) • Structure: (the way the vocabulary is used in sentences to express ideas) • Function: (the intended use of those ideas) These language purposes build upon one another over a series of lessons.

  41. Samples • Social Studies • Identifythe causes of the Revolutionary War. • Explainthe meaning of “taxation without representation” to a peer and summarize the meaning in writing. • Evaluate Lincoln’s decision to free the slaves. • Do students understand the words in red?

  42. Three Types of Language Purposes • Vocabulary: (specialized, technical) • Structure: (the way the vocabulary is used in sentences to express ideas) • Function: (the intended use of those ideas)

  43. Understanding vocabulary • “EvaluateLincoln’s decision to free the slaves.” • Why did you answer this way? What does it mean to “evaluate?”

  44. Understanding vocabulary “BP operated oil skimmers and other cleanup tools to try to remove oil from the water and Louisiana began building oil containment berms to halt the spread of oil.” Define “containment.” How did you come up with that definition?

  45. Promoting Oral Language Accountable talk • Press for clarification and explanation: Could you describe what you mean? • Require justification of proposals and challenges: Where did you find that information? • Recognize and challenge misconception: I don’t agree because ... • Demand evidence for claims and arguments: Can you give me an example? • Interpret and use each other’s statements: David suggested … Institute for Learning, University of Pittsburgh

  46. How do I evaluate writing and vocabulary effectively while integrating the Common Core? Problem of Practice

  47. Use Formative Assessment • Feed up - establishing purpose • Feed back - providing students with information about their success and needs • Feed forward - using student performance for “next steps” instruction and feeding this into an instructional model

  48. Checking for Understanding is… • Formative • Systematic • Planned It is not… • Left until the end of the unit

  49. Check for Understanding through Oral Language • Involves speaking and listening • Classrooms are often overwhelmed by teacher talk • Research indicates that in high-achieving classrooms, teachers spoke 55% of the time, compared to low-achieving classrooms, where teachers spoke 80% of the time.

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