Making Time for Feedback Douglas Fisher www.fisherandfrey.com YouTube channel: fisherandfrey

The teacher needed to… Establish learning goals Check for understanding Provide feedback Align future instruction with student performance

In other words, the teacher needed a formative assessment system

Feed-up: establishing purpose Check for understanding: daily monitoring of learning Feedback: providing students with information about their success and needs Feed-forward: using student performance for “next steps” instruction and feeding this into an instructional model Hattie & Timperley, 2007; Fisher & Frey, 2009

Tip 1: Formative Assessment Begins With High Quality Instruction

TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

Tip 2: Reach agreements on quality

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Tip 3: Make Sure the Learner Knows What is Expected and How Knowledge Will be Demonstrated

Establishing Purpose: Feed-Up Establishing Purpose: Why are we doing this anyway?

Check for Understanding

Oral language Questioning Written language Projects and performance Tests Common assessments and consensus scoring

Making feedback useful Timely Specific Understandable Actionable “Frog” instead of “frag” on paper

Tip 4: Catalog the errors that students make

Tip 5: Organize instruction based on patterns (“feed-forward”)

TEACHER RESPONSIBILITY “I do it” Purpose and Modeling Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

www.fisherandfrey.com