Feed-up, Feedback, and Feed-Forward Nancy Frey, PhD SDSU/HSHMC PPT available at www.fisherandfrey.com Click “Resources” Feed Up Back Forward Champaign

A Model for Success for All Students TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The sudden release of responsibility TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

TEACHER RESPONSIBILITY DIY School TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Time for a Story January 2006

A Model for Success for All Students TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Formative Assessment “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

HOW LEARN Shifts in Thinking What am I going to teach? What are the students going to do? am I going to teach? What are the students going to ? LEARN

What shifts have you witnessed in the profession regarding instruction and assessment? How have these shifts impacted your own practice?

Today’s Purposes Consider a formative assessment system that feeds information up, back, and forward Link formative assessment to quality instruction and standards-based grading Examine leadership qualities necessary for this effort Discuss these concepts with professional colleagues

Comparing Formative and Summative Assessments Checking for understanding is a formative assessment.

Why? assessment practices “…formative assessment practices greatly increased the achievement of low-performing students, in some cases to the point of approaching that of high-achieving students.” Chappuis, 2009

How? Formative assessments create a learning path for students to reach summative assessments, and increase achievement in standards-based grading systems.

Formative Assessment : Where is your school? We understand it and we believe in it. We’re working on it. We’re getting better at it. We’re ready to teach someone else. What is it?

Build their sense of competence. Want to motivate students? Build their sense of competence.

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

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

A clear learning target establishes criteria for success

Two Components: Language Purpose Content Purpose

Student Accountability is Established Through Daily Purpose

What is the Student Accountability? English C: Describe how a character changes in a story. L: Cite text evidence in your literature circle of the character’s change from the beginning of the story to this point.

What is the Student Accountability? Mathematics C: Determine reasonableness of a solution to a mathematical problem. L: Use mathematical terms to explain why your answer is reasonable.

What is the Student Accountability? Biology C: Identify the phases in animal cell meiosis I and II. L: Describe the similarities and differences between the two through illustration and words.

What is the Student Accountability? History C: Identify one contributing cause of the Revolutionary War. L: Explain the cause to a peer and then summarize the cause in writing.

Purpose = Expectations

Targets defined through competencies and standards-based grading “The trend of personalized learning has caught on nationwide, but the entire state of Oregon has been using a similar method—proficiency-based instruction—since 2002 when it gave districts the option to award credit for proficiency. To earn credit, students demonstrate what they know based on clear learning targets defined by state standards. Students have intervention time built into their school day to work on concepts in which they aren’t yet proficient. Once they master a concept, they move on.”

In one district, “17 percent more high school students met or exceeded standards on the math portion of the Oregon Assessment of Knowledge and Skills in 2010-2011 than in 2009-2010, and 11 percent more met or exceeded standards on the reading and literature portion.” District Administrator, May 2012, http://www.districtadministration.com/article/all-students-thrive-proficiency-based-instruction

Standards-based grading and competencies at HSHMC

Student Participants 8.5% Students with disabilities 4% with 504 plans 444 9-12th graders 62% free/reduced lunch 15% from military families 44% Latino/Hispanic 22% Black 16% Asian 18% White 70% EL students 8.5% Students with disabilities 4% with 504 plans

…Math did. We didn’t start the fire…

Standards-based grades derived only from competencies, not attendance, in-class assignments, or homework. Students must pass all competencies with 70% or better. < 70% = Incomplete; student has two weeks to clear it, before mandatory Academic Recovery. RtI2 initiative, honors contracts now tied to this system.

Competencies for English 9/10 Semester 1 Content Measured Assessment Format Plagiarism, Citation, Referencing Exam (multiple choice/short answer) Summaries; literary response & analysis (9) Literacy letters Vocabulary development (9) Exam (multiple choice) Research Paper on Essential Question 1 Paper & Creative Component Analyzing media, persuasive techniques Literacy Letters Persuasive Paper on Essential Question 2

Competencies for English 9/10 Semester 2 Content Measured Assessment Format Analyzing oral communication & speeches Exam (multiple choice/short answer) Summaries; literary response & analysis (9) Literacy letters Vocabulary development (9) Exam (multiple choice) Expository paper on EQ 3 Paper & Creative Component Analysis of poetry Delivering oral communication Retelling & dramatic monologue Literacy Letters Autobiographical Paper on EQ 4

Weekly Incomplete List

“Everybody knows your business.”

Academic Recovery

Outcomes: Schoolwide HSHMC outperformed state-identified similar schools by 11%. Student achievement increased 4% on state achievement measures. Independent auditor noted that, “HSHMC outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)

Outcomes: Grade Point Averages GPAs increased from 2.89 to 3.36, (t=12.58, df=742, p<.001). The largest gains in GPA came from students living in poverty and students with disabilities. For students living in poverty, average GPA increased from 2.26 to 3.12 (t=16.84, df=414, p<.001). For students with disabilities, average GPA increased from 1.30 to 3.02 (t=7.26, df=61, p<.0001).

Outcomes: Attendance By the end of the two-year data collection period, attendance had increased from 90.4% to 95.6%.

What effects have you seen on student motivation and learning with standards-based grading? What ideas resonate with you?

Check for Understanding: What am I learning?

How often do you do this? Everybody got that? Any questions? Does that make sense? OK?

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

Check for understanding during the process, not just after it’s completed.

Using Oral Language to Check for Understanding

Original price of a microphone: $129. 99. The tax is 7% Original price of a microphone: $129.99. The tax is 7%. What is the total price you have to pay for this?

Wendy says… “So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”

What does Wendy know? What doesn’t she know? What do you do next? “So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.” What does Wendy know? What doesn’t she know? What do you do next?

Using Questioning to Check for Understanding

Progression of Text-Dependent Questions Opinions, arguments, intertextual connections Inferences Author’s purpose Vocab and text structure Key details General understandings Whole Across texts Entire text Segments Paragraph Sentence Word Part Source: Frey, N., & Fisher, D. (in press). Common Core State Standards in Literacy (Grades 9-12). Bloomington, IN: Solution Tree.

effective questioning techniques Use effective questioning techniques with all types Wait time (I & II) Repeat their answers to solicit more information Rephrase when the student is confused Prepare key questions in advance LISTEN

In what ways does this teacher check for understanding? Tell participants what they will be listening for and watching for in advance of the video.

Checking for Understanding with Clickers Video available at YouTube’s FisherandFrey Channel

In what ways does this teacher check for understanding? Give participants time to discuss the video in small groups, then debrief.

Using Writing to Check for Understanding

Writing GIST Summary RAFT Writing Crystal Ball Writing Prompts

Generative Sentences What are Comon Grammar Errors English Learners Make? Given a word and conditions about the placement of the word, write a sentence Forces attention to grammar and word meaning Use student examples for editing

“Volcanoes” in the 4th Position

“Volcanoes” in the 4th Position

Try these . . . Word Position Length cell 3rd > 6 Have participants complete each of these.

Try these . . . Word Position Length cell 3rd > 6 Because 1st < 10 Have participants complete each of these.

Try these . . . Word Position Length cell 3rd > 6 Because 1st < 10 Constitution last = 10 Have participants complete each of these.

Expanding a Generative Sentence

Projects and Performances Using Projects and Performances to Check for Understanding

This was the schoolwide essential question for 9 weeks.

In English, students chose a worthy cause and established a Facebook page with information about it. A goal was to get at least 20 people to “Like” it. This provided great feedback to students, especially when asked for more information. Students were able to continue to refine their pages based on what others were commenting on. This assignment was the creative component for the question. Students also wrote a formal essay in response to the question. The next slides are examples from this portion of the assignment.

This is an example of a checklist developed for a photoessay assignment in 9th grade English. Students met with the teacher throughout the assignment to discuss their progress. The checklist gave the teacher a quick overview of the status of the student’s progress, as well as feedback about what to do next.

The rubric for the assignment gave students further information about the quality indictaors for the assignment.

What methods do you find to be especially successful for checking for understanding?

Feedback How am I doing?

“Feedback should cause thinking.” Wiliam, 2011, p. 127

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

Feedback about the task “You’re pointing to the right one.” Most common type Corrective feedback Not useful without additional information “You’ll want a transition between these two ideas in your paper.” “Reread Section 3 of the text because you have this one wrong.”

Feedback about the processing of the task Did you use the FOIL method to solve that problem? It seems like a prediction might help here, right? ｷ I see that you’re estimating and that’s working for you. ｷ When I read this, I wondered if you remembered the descriptive words that you brainstormed.

Feedback about self-regulation When you put your head down, you stopped listening to your group members. I think you achieved what you set out to achieve, right? ｷ Your contributions to the group really seemed to result in everyone understanding. ｷ When you got out a paper and created a graphic organizer, you seemed to get back on track. Did that action help you?

of yourself because you Feedback about the self as a person You have great stamina because I can see You’ve been working on this for several minutes. I bet you’re proud of yourself because you used that strategy We’ve been talking about, and it’s working for you.

Reflection What do teachers need to know about feedback? How do they act upon it? How do your students receive feedback? What do teachers need to know about feedback?

Feed forward Where to next?

Feeding forward involves… Using what students know, and do not know, to determine what happens next.

Work smarter not harder.

Know the difference between a mistake and an error..

Know the difference between a mistake and an error.. Factual errors Procedural errors Transformation errors Misconceptions

Identify and catalog errors.

Recognize when errors are global, and when they are targeted. Whole class Small group Individual

Algebra 2

English 10

World History

US History

A Protocol for Common Assessments Step 1: Develop pacing guides Step 2: Agree on instructional materials Step 3: Administer common assessment Step 4: Consensus scoring and item analysis Step 5: Revise pacing guides, review assessments, reteach, form intervention groups

Item Analysis in Science a) It gets its food from the soil. Misconception Does not understand that nutrients are manufactured internally by the plant. b) It turns water and air into sugar. Oversimplification Understands that food is manufactured internally, but does not understand that water and the carbon dioxide (from the air) are used to make sugar and oxygen. c) It has chlorophyll to produce food. Overgeneralization Does not understand that some parasitic plants do not contain chlorophyll. d) It adds biomass through photosynthesis. Correct answer

The Takeaway

Teamwork

How will you link this afternoon’s work with this process? “Taking Formative Assessment School-wide” Everyone: Introduction (p. 64) Divide: Steps 1-4 (pp.64-66) Half read “Genetics Knowledge” Half read “Pursuing Mastery in History” Everyone: Fruits of Precision Teaching (pp. 66-67) How will you link this afternoon’s work with this process?

questioning listening student A Shift in Planning I used to do a lot of explaining I used to do a lot of talking I used to think about teaching the curriculum I do a lot of I think about teaching the but now… questioning but now… listening Quote from teacher but now… student

Quality Teaching through GRR Competencies and Standards-based Grading for Targeted Learning Feed-up, CfU, Feedback, Feed-forward

Thank you! PPT @ www.fisherandfrey.com, click on “Resources”