» What are your goals for tonight?

Please share with a neighbor an example of feedback you have received that was helpful. Talk about how this helped you grow. Now, please share an example of feedback you have received that was not helpful. Talk about why it was not useful to you. Examples of Feedback

» Introduction » Analyze and categorize Framework language » Score samples of feedback » Practice identifying examples of academically focused descriptive feedback » Practical application » Descriptive feedback for presenters Agenda

» Content Language Objective: Teachers will orally explain how academically focused descriptive feedback guides students to take next steps and make revisions that support them in mastering objective(s) using sentence stems such as: a) This feedback is academically descriptive because… b) This feedback will help students know their strengths and identify next steps by… c) This feedback will support students toward mastery of the objective because… Content Language Objective

 Close your frameworks!  Read each bullet and match it to the appropriate category for both teacher and student behaviors  Discuss your thinking with your tables using: » I aligned it to….. because……  SUHUPU- discuss a noticing you made Aligning framework to categories

1.Academically Focused Descriptive Feedback toward task v. CLO 2.Quantity and Quality 3.Appendices 4.White box 5.Teacher AND student behaviors 6.Connections across Framework Key Points

 Independently align each feedback scenario to the framework categories: Distinguished, Effective, Approaching, Not Meeting  Discuss how you aligned the evidence using: » The evidence aligns to…..because…… » Some next steps for the teacher might be……..  Share out whole group Samples

1.Good job! 2.During observation, Teacher gives descriptive feedback focusing on strengths and next steps to 5/30 students. 3.Nice job! You are so smart. What kind of cheer do you want? 4.T: What are you doing to do to make sure that sentence makes sense? S: I got my mouth ready ‘cause of the first letter and checked the picture. T: Great strategy to cross check. Does the word you decoded make sense? S: No. T: So what’s your next step? S: I’m going to reread. 5.T facilitates partners, S to S: The details in your picture helped me imagine the story. 6.CLO: explain stages in volcanic eruption. T, You used the sequencing words first and next. Keep that up. Now add the language lava and magma to your presentation. Categorize with a partner:

 Think about the steps ss need to take to master CLO  Recognize what students have in place  Communicate next steps for students  Ask students questions to move their thinking  Consider modifications for diverse learning needs Practice planning descriptive feedback

Feedback for presenters » Now it’s time for you to give us some descriptive feedback!

» Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD. » Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD. » Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B. (2012). Classroom instruction that works: research-based strategies for increasing student achievement, 2 nd edition. Alexandria, VA: ASCD. » Echeveria, J., Vogt, M., Short, D. J. (2010). Making content comprehensible for secondary English learner:, the SIOP model. Boston, MA: Pearson. » Educational Leadership (September 2012, Vol. 70 No. 1). Feedback for learning. » Hill, J. D., Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria, VA: ASCD. » Jackson, R. R. (2009). Never work harder than your students & other principles of great teaching. Alexandria, VA: ASCD. » Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: ASCD. » Reeves, A. R. (2011). Where great teaching begins: planning for student thinking and learning. Alexandria, VA: ASCD. RESOURCES