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Parent Coffee November 2, 2012

Parent Coffee November 2, 2012. Calendar Review :. November 5th Safe Drive Stay Alive. November 8-9 Parent Teacher conferences. *November 14th- Benefit Concert 4:30 PM Theater. *November 16th- Math in the pipeline. November 17th Gala Ball, 7:00 Marcliffe.

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Parent Coffee November 2, 2012

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  1. Parent Coffee November 2, 2012 Calendar Review : November 5th Safe Drive Stay Alive November 8-9 Parent Teacher conferences *November 14th- Benefit Concert 4:30 PM Theater *November 16th- Math in the pipeline November 17th Gala Ball, 7:00 Marcliffe *November 21st Senior Math Challenge 10-2:00 PM *November 28th Career Day assembly

  2. Courtesy of Shirley Clarke Slide taken from presentation by Shirley Clarke

  3. Professor John Hattie's Table of Effect Sizes Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with: •  advancing learners' achievement by one year, or improving the rate of learning by 50% •  a correlation between some variable (e.g., amount of homework) and achievement of approximately .50 An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation). Setting Objective and Providing Feedback IQ Summarizing and Note taking Effect Size of 1.0 equals improving the rate of learning by 50% Non linguistic representations Reinforcing Effort/Recognition Generating and Testing Hypothesis Cues Questions/Advanced Organizers Homework/Practice Cooperative learning

  4. Setting Objectives and Providing Feedback • learning goals and objectives set at the beginning of a unit of study to provide direction • Feedback/Corrective and timely that indicates why an item is correct or incorrect “The most powerful single modification that enhances achievement is feedback” (Marzano)

  5. “Feedback for Learning”

  6. 7 keys to Effective Feedback:Grant Wiggins Definition: “Feedback is information about how we are doing in our efforts to reach a goal “ example of goal of a joke

  7. Feedback Essentials: Goal Referenced Tangible and Transparent Actionable Consistent User Friendly Timely Ongoing

  8. “Goal referenced:” a specific goal must be understood (I want to kick a football) “ Tangible:” results related to the goal (What to look for) (tell a joke)= laughing or not ... Clinical supervision, let the data do the talking “Actionable” Concrete specific and useful, kids need to know specifically what to do differently the next time.

  9. “User Friendly” (kids need to understand what was said) “Timely” The sooner they get the feedback the better. “A great problem in education however is untimely feedback. We should work overtime to ensure students get more timely feedback and opportunities to use it while still fresh in their minds”. “Ongoing” Feedback on Formative assessments, “if the results are less than optimal the student needs time and feedback to achieve the goal. In summative assessment, the feedback comes too late”

  10. “The ability to quickly adapt one’s performance is a mark of all great achievers and problem solvers” (learning from your errors) and most kids are not like this / in a perfect world yes “Consistent”: “Educators all need to agree on what high quality work is” Progressing towards a goal: “The ability to improve one’s results depends on the ability to adjust one’s pace in light of ongoing feedback that measures performances against a concrete long term-term goal”.

  11. Feedback Vs. Advice “You need more examples in your report” “Use a lighter bat” “You should have included more depth in your unit plan” No actionable descriptive feedback

  12. Feedback Vs. Evaluation and Grades Tip: make a mental colon after each comment “Good Work! This is a weak paper I’m pleased by your project” “No actionable information about what occurred:

  13. Does the thinking for the student

  14. “Conventional schools yield a grade against recent objectives taught, not useful feedback against the final performance standards. Instead of informing teachers and students at an interim date whether they are on track to achieve a desired level of student performance by the end of the school year, the guide and the test grade just provide a schedule for the teacher to follow in delivering content and a grade on that content”. Advice: Use more pre and post assessments to measure progress towards standards, Use item analysis/Criterion reference test

  15. When you fail, you can start over, Feedback is timely(immediate) and on going Constant opportunities to receive and learn from the feedback Goal Referenced Tangible: something gets blown up etc. Learn from feedback: kids learn about what weapon does ,what how effective it shoots etc. Tangible

  16. Making time for Feedback? “Teaching less and providing more feedback = greater learning” www.ascd.org/el0912fisherinterview

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