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The FEEDBACK Loop

The FEEDBACK Loop. The research of John Hattie and how it applies to student achievement. Remember the dial?. Know what works best and t he explanatory story of why it works best. John Hattie will remind us….

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The FEEDBACK Loop

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  1. The FEEDBACK Loop The research of John Hattie and how it applies to student achievement

  2. Remember the dial?

  3. Know what works best and the explanatory story of why it works best John Hattie will remind us…

  4. The only goal of education should be to help students exceed their own expectations. Hattie says,

  5. The secret is knowing when to switch from one method to another. • Ex: I can be the best reciprocal teacher on the planet, but if one of my students isn’t learning that way, he needs something else. I am responsible for the achievement of ALL of my students. • Diagnose, feedback, interventions, etc… • “By the way…If a kid can’t read by age 8, they are OUT! This is based on meta-research from all over the world.” Implications? Know Thy Impact

  6. Student Expectations/Assessment-Capable Learners 1.44 Piagetian Programs 1.28 Response to Intervention 1.07 Teacher credibility 0.90 Providing formative evaluation 0.90 Micro teaching 0.88 Classroom discussion 0.82 Teacher clarity 0.75 Feedback 0.73 The Winners

  7. FEEDBACK: 0.73 effect size Feedback from student to teacher is directly correlated to Assessment-Capable Learners (effect size: 1.44)

  8. If feedback is so important, what kind of feedback should be taking place in our classrooms?

  9. Elementary students answered “I AM!” High School students answered “MY TEACHER” Who is most responsible for your learning?

  10. You only learn something when you don’t already know it. • Reframing errors • Error management • Productive failure • Desirable difficulties • Impass driven • The PIT of CONFUSION Feedback thrives on error

  11. The Pit of Confusion

  12. Teacher Clarity .75 effect size • This is why posting the learning targets is so important. Remember, these innovations are all interconnected

  13. Quality feedback is needed, not more feedback Much of the feedback provided by the teacher to the student is not valued and not acted on Students with a GROWTH MINDSET welcome feedback and are more likely to use it to improve their performance Oral feedback is much more effective than written The most powerful feedback is provided from the student to the teacher “The most powerful single influence enhancing achievement is feedback”

  14. “You can’t give what you don’t have.” • Are all of our teachers and administrators assessment-capable learners? Assess your building’s culture regarding feedback before you expect classrooms to utilize feedback effectively.

  15. Specific Measureable * Ambitious (not just attainable) Relevant Time-bound Evaluate Re-Evaluate SMART goals

  16. How could we obtain more feedback from students?How can we ensure we act on this feedback to raise achievement? Discuss in pairs

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