Early Release Day #3 PD
- Effective Feedback
- Product (share at staff meeting)
http://www.playingforchange.com/episodes/2/Stand_by_Me
East Elementary School
November 24, 2009
Session Objectives:
 Appetizer: “Turkey Talk Time”
 Main Course: Effective feedback on
homework and practice
 Side Dishes: (pick one)
 Menu Contract
 Activity/Objective Rubric
 Grade Level/Department Homework Policy
 Dessert: Homemade Blog (Yummy!)
“Turkey Talk Time”
 Turn to a neighbor and discuss what you
will be doing over the holiday break.
LET’S SHARE
Feedback is a starting point
for learning
 Students need feedback to discover and
address their strengths and weaknesses.
 Quality feedback is corrective, specific,
and timely.
 Help students get it right: Give students
opportunities to master their learning
standard, provide feedback, and then
allow additional opportunities for mastery.
There are different ways to
give effective feedback on
homework and practice:
1. Written comments from teacher
2. Peer feedback monitored by teacher
3. Students give their own feedback
(chart speed/accuracy, plus/delta)
4. Verbal feedback
5. Rubric
Key Research Findings
 When feedback is evaluative, student
learning decreases (e.g. graded
paper).
 When feedback is provided that allows
students to revise their work, student
learning increases (e.g. suggestions
for improvement without grade).
 Effective feedback is timely. Delay in
providing student feedback diminishes
its value for learning.
Key Research Findings
 Hand back assignment with only percentage
or grade on it. Gives an increase of 3
percentile points.
 Hand back assignment and give answers.
Gives and increase of 9 percentile points.
 Hand back assignment and explain answers.
Increase of 20 percentile points.
 Hand back assignment, explain answers,
AND provide additional opportunities to
improve and learn. ALSO increase of 20+
percentile points.
Feedback Provided by
Peers (strategies)
 In small group settings or partners, have
students write one positive comment about
another student’s work, then have them write
one suggestion for improvement (OFI)
 “Homework Checkers”
 When students are doing a presentation in front
of the class, peers can record 1 thing they
learned from the presentation and 1 positive
comment and 1 OFI
Effective
Feedback
Ineffective
Feedback
“Great strategy- checked
your subtract. work with
addition!”
“Great job!”
-Percentage only
-S, N, U, ,
only
Selecting 1 or 2 points for the Giving too much feedback
paper/ work
on poor-quality work
Giving feedback on learning
targets
Giving too little or none on
high-quality work
Giving group feedback when Never giving individual
the same mini-lesson is
feedback because it takes
required for a number of
too much time
students
Reflection on Effective
Feedback with H/P
 Using the “assignment” you were asked
to bring today, please complete the
reflection sheet describing the
effectiveness of your current feedback
practice and how (or if) it can be
improved.
H/P “Side Dish” Assignments
 Please select one of the following items from
your “side dish” section of your “Menu Contract”
by Wednesday, December 9th at 3:00pm.
 By completing this assignment, you will earn the
extra 45 minutes required for this professional
development.
 Those that are unable to complete this
assignment will be scheduled to attend a 45
minute make-up session after-school with Ms.
Dollevoet on Thursday, December 10th.
 We will share these “side dishes” during PLCs,
Staff Meetings, and Early Release PD in
December, January, and February.
 Thank you so much for taking the time to
hang in there with us today!
 Please find time between now and
December 4th to provide me with some
feedback on my Blog.
HAVE A WONDERFUL AND
RESTFUL BREAK!!