Getting and Giving Feedback: One Way to Close the Achievement Gap MASL Osage Beach, MO April 15, 2013 Cris Tovani Overland High School Aurora, CO [email protected] •
How do you know what your students know and need at the end of class or day? •
How do students know what they know and need at the end of the class or day? From: So What Do They Really Know? (2012) ;r*ffig
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2 Skills/Strategies Vocabulary Quotation marks & paragraphs help the reader know who is talking David, Jose, Shanille etc…aren’t annotating through out the entire passage. Why? AB, Natnail, Shaunice, Xavier are fake reading. What do they need? •
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love nest billow pompadour boarder scanty colossal bewilderment nebulous yachting Questions Related to the novel What is the significance of the song on page 95? Do students understand that the words in italics are the lyrics? Who is Dan Cody and what is his significance to Gatsby? How do people make decisions when they are obsessed about getting something they want? Information needed to be a better reader of literature Students are reading the text literally. Do they understand tone? How do authors show the “inside” of a character by what he or she says and does? Authors do everything for a reason. Students can ask a question if a part doesn’t make sense-­‐instead of saying “This is stupid.” Gatsby has fantasized about meeting Daisy for so long that she can’t possibly meet his dreams. Ewing is Klipspringer’s first name but students don’t even know who Klipspringer is. 3 Silent Reading Response Sheet May 22, 2012 Learning Targets: I can read for fifty minutes with momentary breaks. I can remember what I read. I can share my thinking about what I read. I can write a response that reflects new thinking. Name: Title of Book______________________________________________________________________________ Began reading on page_________________ ended reading on page______________________ In at least FOUR sentences, write what you remember reading. Share facts, new information, or retell what you remember reading. What were you thinking as you read? In at least FOUR sentences include: questions, connections, opinions, INFERENCES, new thoughts, and/or ideas that you think are important. Out of 25 points, how many do you deserve? As you assess yourself, consider how well you shared your thinking on this sheet and how long you stayed engaged with your reading. _____ I make pictures in my head when I read. _____ I can ask questions when I read. _____ I can predict what’s might happen. _____ I can make connections to my BK. 4 Dear Eighth Grade Me Letter Final copy due: February 10, 2012 I can write an interesting, one-­‐page letter to a Prairie eighth grader. In this letter I will demonstrate the following: __________ __________ 20 I can share something that I did as an eighth grader and explain how I am wiser because of it. __________ __________ 20 I can share advice and give a compelling reason why readers should consider my advice. __________ ___________ 10 I can use voice so that my reader has a sense of who I am. __________ ___________ 10 I can use tone to convey mood. My letter can have a sense of playfulness, seriousness, or regret. __________ __________ 10 I can read my letter aloud without stumbling over my words. __________ __________ 10 I can write a letter that has a beginning, middle, and end. ___________ __________ 10 I can use conventional punctuation, capitalization, and spelling. __________ __________ 90 Total points Please describe how your writing process worked for this assignment. What are you getting better at doing and what do you need to continue working on? 5 Workshop Model as a Structure for Assessment:
Creating & Collecting Data to Figure Out What Students Know and Need EVERYDAY
Mini-lesson
link to best practices in assessment: Should be based on students’ work the previous day – targeted specifically to patterns of
!
student understanding – what they need next to go deeper or to clarify misconceptions and clear up confusion. Teachers show students HOW
to meet learning targets by:
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o
o
o
o
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Sharing examples of strong and weak work so students can build a vision of what they will produce
Focusing on one point of instruction so students can hone in to create higher-quality work
Periodically slowing down and focusing on practices of self-assessment: reflection and goal setting
Modeling focused revision for students so they can close the gap between their own work and a strong model
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Worktime link to best practices in assessment:
Students create “work,” – i.e. assessment data that
shows progress towards meeting the learning
targets. In my class, evidence can include:
Opening
link to best practices in
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assessment: A routine to share
and ensure students understand
the! daily learning target.
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o
o
o
o
Student
created assessment
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data can include:
o
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Conversation calendars
(see Ch. 2)
Short response to topic or
target of the day
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o
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o
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Inner-Voice sheet
Double-entry diary,
Graphic representation of thinking
Just Ask Surveys
Annotations (on sticky notes or directly on
texts)
Journal responses
Quiz
Essay drafts
Long-term product/project/performance
based work (video scripts, letters to the editor,
commentaries, etc.)
Teacher confers and targets instruction to
individuals and small groups to help every student
get smarter everyday. During conferences
teachers can:
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Debrief link to best practice assessment:
During debrief the teacher gains a sense
of !patterns of understanding, confusion,
and/or growth of the whole class that she
uses to plan the next day to:
! Determine the next learning target
o
o
Focus on one point of instruction to
! help students get smarter tomorrow
o
Use an example of strong student
from today to motivate and
! work
engage other learners tomorrow
o
Teach students focused revision to
! produce higher quality work
o
Help students see where they are in
! relation to the target
More Work time (release)
link to best practice
assessment: more time to
create “work” – i.e. data
that helps us know students’
strengths, weaknesses and
needs to better target
instruction.
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o
o
o
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Clarify learning targets
Use examples of strong and weak work
Offer descriptive feedback
Teach students to self-assess and set individual
learning goals
Focus on one point of instruction at a time
Teach students focused revision
Engage students in self-reflection and help
them keep track of and share their learning
Teacher created assessment data:
o
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Conferring notes,
Group Observation Form
During the debrief students can:
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Synthesize their thinking to help the
teacher figure out next steps
Self-assess to the learning target and
set goals for future learning
Keep track of and share their
learning
Catch linked to best practice assessment: Many times the catches are unplanned, based on
patterns of understanding or confusion the teacher notices as she confers with individuals
and groups. This allows a teacher to:
o
Offer descriptive feedback based on student performance during work time
Teachers can build in pre-planned catches connected to the learning target to re-engage
learners with points of access. These may include: sharing a new text(s), or new task(s) (i.e.
first read, then write, then talk). This allows learners to:
Bennett/Tovani 2010
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o
o
Focus on one point of access to re-engage, deepen thinking, or build stamina
View models of strong or weak work to clarify the vision or offer another option to reengage
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