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Seminar Four

This seminar focuses on providing effective feedback for improving academic tasks through oral and written methods. Topics covered include confidentiality, video taping tips, video clip alignment with instruction, and peer review of instructional materials and assessments.

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Seminar Four

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  1. Seminar Four Quality Academic feedback: oral and written Task Two Specifications Confidentiality Video Taping Tips Video Clip Alignment with Instruction Commentary Peer Review of Task 1C-Instructional Materials and 1D-Assessments

  2. Turn and Talk: * Share 1 thing that you have found to be easier than you thought with edTPA & how it might impact your teaching* Share 1 thing that has been difficult for you so far with edTPA.* Respond with a suggestion or idea has been helpful to you while working on edTPA Welcome Everyone!

  3. Effective Feedback • “Effective feedback not only tells students how they performed, but how to improve the next time they engage the task. Effective feedback is provided in such a timely manner that the next opportunity to perform the task is measured in seconds, not weeks or months.” ~ Douglas Reeves, p. 227

  4. Essentials of Feedback • Recognition of the Desired Goal (expected understandings and/or performance • Evidence about Present Position (student’s current work or performance) • Some Understanding of a Way to Close the Gap Between the Two ~ Black & William

  5. Close the Gap with Oral Feedback • Affirm what is working & Support what needs additional work • Reflective Questioning - leads student to “how and what to think & do” without telling him/her • Explanation – ask student to explain how he/she arrived at the answer or conclusion • Cite Support by facts, examples, or resources – request that student provide support or further information to clarify thinking and understanding • Alternate strategy – teacher provides additional strategies or organizational frames to break down the learning as visual or linear form • Reteach in small group – use new strategies and/or materials for different outcomes

  6. Accountable Talk Stems

  7. Avoid personal comments here Stay away from words of praise as stand alone comments Comments should tie qualities of student performance to the objectives/strategies/content/skills being practiced or assessed Address an equal # of strengths and weaknesses Include a strategy or suggest a method to assist student improvement of weaknesses Written Academic Feedback

  8. Task 2 Specifications & Pre-Planning(Handbook: approx. pages 19 & 42) • How many video clip/s will you create (according to specifications)? Total running time? File type? • Who are you featuring in the video clip/s (whole class or small group)? What does the handbook (about pg. 18) say about the minimum # students for small group? Is there information about what to include in each video clip? • In which challenging learning task will you and your students actively engage to develop understandings or proficiencies? • What types of language discourse do you plan to capture on the video? • How will the clip/s provide samples of how students develop & deepen understandings?

  9. Confidentiality • All students and adults are required to provide permission for videotaping • Students without permissions should sit outside the camera range • Never post clips in public arenas or social media

  10. Check all equipment before lesson day- test for sound & video quality & camera system charge Video the entire lesson-NO PAUSING and NO EDITING No Cellphones for videotaping You must wear your microphone and stand next to students for quality audio feedback Video File Size target: 200-300mb/less Consent forms- “in hand” before videotaping Video FYI

  11. 6. Classroom aide/mentor teacher should NOT participate in videotaped lesson, only assist students outside camera range 7. Put out a sign & inform office- minimize disruptions 8. Instruction commentary- use video for evidence and examples 9. Play back a portion of your video after the lesson to ensure quality audio and video More Video FYI

  12. Video Clips Aligned to Instruction Commentary • Q2. Teacher and students exhibit mutual respect and rapport Challenging vs low risk learning environment • Q3. Teacher links prior learning and student assets to through key understandings Students are highly engaged and communicating about what they know & can do • Q4. Teacher elicits and builds on student responses to develop understandings & skills Teacher utilizes instructional materials to develop student understandings & skills • Q5. Teacher uses evidence from the video to evaluate and propose changes to teaching practices to meet varied learner needs (whole class or individuals)

  13. Peer Review: Task 1C and 1D • Time Frame: 20 minutes • Trade and review materials – Use the guide to know what to look for. • Provide constructive feedback

  14. Next Steps: Questions? Concerns? What is due? What will you bring next week for peer review? Teach Learning Segment Next Week, if possible

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