Integrating Feedback with Instruction STUDENT FEEDBACK SESSION 2 Integrating Feedback with Instruction

“Feedback is only effective when it translates into a clear, positive message that students can hear.” SUSAN M. BROOKHART

Objectives Understand the importance of providing students with manageable amounts of feedback on skills, strategies, and self- regulation Explore approaches to providing students with feedback that is aligned with learning targets, grounded in student work, and conveyed through meaningful interaction 2

Student Perspectives on Feedback Before, students at Bronx Haven High School associated feedback with negative feelings. “Not good. Students only get feedback on things that need improvement.” “I think there’s fear because the majority of the time they’re not calling on you to tell you you’re doing a good job.” “I feel weird and nervous about what I did.” 3

Student Perspectives on Feedback Now students are using teacher feedback. “My teacher told me I needed to be more analytical and have more details on the topic I was working on... and she was able to tell me exactly when I did it right and what else I needed to work on.” “In English class last cycle, [my teacher] asked me to change one specific thing on an essay and... I did it and I got a 95%.” 4

Reflect on Student Perspectives: What resonates with you as a former student and/or educator? 5

Feedback Practices at Bronx Haven State exam passing rates at Bronx Haven increased in every core subject during a three-year pilot. 6 Placing Student Feedback at the Center of Teaching and Learning, Eskolta School Research and Design, Inc., August 2016

Meaningful Interaction Effective Feedback Practices Learning Target Student Work Feedback is effective when it is aligned with learning targets, grounded in student work, and conveyed through meaningful interaction. Meaningful Interaction 7

Research on Delivering Feedback Feedback often revolves around the correctness and completion of the immediate task. This can be helpful, but deeper, longer- term benefits can arise from feedback that uses the task to address underlying skills and steps for students to monitor their own performance. Self-Regulation "You already know the key features of the opening of an argument. Check to see whether you have incorporated all of them in your intro." Process “Combining all like terms first in an equation like this makes the steps for solving it more straightforward.” Task “There’s one more vocab term to get into that paragraph.” Self “You’re so good at this!” Feedback about the person contains little actionable info. Hattie, J., Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112. 8

Explore Research What are your responses to these findings? How do they resonate with your own experiences? 9

Generate Examples When effective, feedback should address three questions: Where am I going? How am I progressing? What do I do next? Brainstorm examples of feedback that allow students to answer these questions. 10

Analyze a Feedback Tool Review the High School for Excellence and Innovation Math Feedback Tool. How would this resource allow students to articulate: Where am I going? How am I progressing? What do I do next? 11

Self-Assess Self-assess the feedback tool that you brought from your own classroom. How does this tool allow students to articulate: Where am I going? How am I progressing? What do I do next? Make notes about adjustments you will make to enhance this tool as appropriate. 12

Learning Wrap-Up How do your takeaways compare to the session’s Learning Objectives? How were these objectives addressed today? LEARNING OBJECTIVES: Understand the importance of providing students with manageable amounts of feedback on skills, strategies, and self- regulation Explore approaches to providing students with feedback that is aligned with learning targets, grounded in student work, and conveyed through meaningful interaction 13

What’s Next? Learn more about: conferences during class time the characteristics of effective feedback revise your current feedback tools using standards to identify which skills to teach how feedback relates to motivation and mindset and the relationship between self-regulation and praise how a sense of trust impacts feedback interactions the impact of effective feedback deepen understanding of rubrics as integral tools for feedback develop assessment tasks that provide opportunities for feedback self-assess feedback to students 14