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Feedback Impacting Students Impacting Instruction

Feedback Impacting Students Impacting Instruction. Seth Hunter Mathematics Specialist, KDE President, KCTM. Goals. Participants can describe characteristics of feedback that have been shown to move learning forward.

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Feedback Impacting Students Impacting Instruction

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  1. Feedback Impacting Students Impacting Instruction Seth Hunter Mathematics Specialist, KDE President, KCTM

  2. Goals • Participants can describe characteristics of feedback that have been shown to move learning forward. • Participants can describe how feedback can impact student learning, ultimately impacting future teaching and learning. • Participants can describe how feedback can be used to develop student self-direction.

  3. Where Am I (the student)? ?

  4. How Do I (the student) Close the Gap? ? Strategies X Y Z

  5. Where Am I (the student)? • Big Idea/ Cluster • Standard (including math practices) • Targets • AdskafdaiadsafI;jkkjk; iond aid • Qeuiopqeznkchuendhujksanqyusbdddyfownct • Ncndhduehudhdu a djcidms • Standard (including math practices) • Targets • Ajskslopplwkzbxvcmcncsjinedojs

  6. How Do I (the student) Close the Gap?

  7. Feedback for Learning DOES DOES NOT Compare students to one another Where Are Others? • Use the language of standards • Where Am I? • Acknowledge student growth • Where Have I Come From? • Suggest improvements • How Do I Close the Gap?

  8. Indirectly Suggest Improvements SUMMATIVE FORMATIVE Data 96.12 changed to 961.2 Reflective Questions How might you organize your work to keep track of place value? • Judgments • “Good job” • Personal Observations • Inferences • You didn’t pay attention to the decimal places.

  9. Directly Suggest Improvements • Reminder prompts • Who is this story about? • What was the runner’s speed? • State specific suggestions • Review place value and keep the decimals in line. • Use a method that doesn’t cross multiply. • Provide a correct example for students to mimic

  10. Feedback Impacting Students

  11. Feedback Impacting Students… • Assessments and Tasks • Aligned to targets. • Provide feedback to students, or allow them to self-correct (providing feedback to self). • Include a prompt regarding self-analysis for use post-feedback, determining their strengths and weaknesses.

  12. …Impacting Instruction • Assessments and Tasks • Aligned to targets. • Provide feedback to students, or allow them to self-correct (providing feedback to self). • Include a prompt regarding self-analysis for use post-feedback, determining their strengths and weaknesses. • Use student self-assessment of strengths and weaknesses to adjust instruction.

  13. Time savers …Impacting Instruction

  14. Student Self-Direction • Use class time for student to self-correct using an answer key (DOK 1 or 2) or rubric and strong examples of work (DOK 2 or 3). • Students write a three sentence summary about their strengths and weaknesses…impacting instruction. • Assign homework, spot-check in class for completion • Distribute answer key or rubric and strong examples for self-correction and self-analysis as subsequent homework assignment. • Collect summary of strengths and weaknesses…impacting instruction. • Offer cluster/ “big idea” aligned strategies to “close the gap” on the task/ assessment.

  15. Changing Practitioner Habits

  16. Changing Habits

  17. Changing Habits

  18. Changing Habits

  19. Works Consulted • Shirley Clarke • Formative Assessment in the Secondary Classroom • Enriching Feedback in the Primary Classroom • Unlocking Formative Assessment • Stiggins, Chappuis, Arter • CASL • Chappuis, Arter • Creating and Recognizing Quality Rubrics • Chappuis • 7 Strategies of Assessment for Learning • Leslie Laud • Using Formative Assessment to Differentiate Mathematics Instruction

  20. Feedback Impacting Students Impacting Instruction Seth Hunter Mathematics Specialist, KDE President, KCTM

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