Educational Issues Children’s Issues Class 11

TCB Today’s agenda: Presentations on Educational Topics Feedback format 20 min presentations Discussion Feedback forms Rubric / observation format for next week Advocacy and Communication (from last week) Copyright What have we learned / What do we need? How Difficult Can This Be? video

Feedback Effective feedback should: be specific – both positive and critical be descriptive, rather than evaluative be offered as soon as possible after the event offer alternatives or ask the learner to do so look forward to the specific next steps to improve performance encourage and plan for opportunities for the feedback to be used as soon as possible involve the learner wherever possible, to improve the chance of feedback being understood and acted upon. Sutton, R. (1998). School-wide Assessment. Improving Teaching and Learning. New Zealand Council for educational Research. Wellington NZ Te Kete Ipurangi The Online Learning Centre. Ministry of Education, Wellington, New Zealand. http://www.tki.org.nz/r/assessment/one/formative_e.php Accessed Nov. 28,2006.

Quality feedback to learners: focuses on the learning intention of the task occurs as the students are doing the learning provides information on how and why the student understands and misunderstands provides strategies to help the student to improve assists the student to understand the goals of the learning.

Feedback should be Specific Focused Concrete Action oriented Accurate Clear Honest Positively Phrased

Evaluative Feedback Evaluative feedback: involves a judgment by the teacher based on implicit or explicit norms. promotes self-management and independence. Most teacher feedback interactions are at the evaluative end of the continuum. Examples of evaluative feedback: “That’s a good essay.” “You’ve done well.”

Descriptive feedback: is task- and outcome-oriented. focuses on identified learning outcomes and makes specific reference to the student’s achievement. An example of descriptive feedback: “That’s a good essay because you have covered the main points we discussed at the beginning. Now … which points do you think you could expand on?”

Qualities of good lessons Content cohesive understandable clear expectations Accurate “Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana http://www.aces.uiuc.edu/Faculty/docs/peerob.pdf Accessed Nov. 21,2006

Qualities of good lessons Classroom Environment walls / lighting / seating / layout technology general atmosphere “Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana http://www.aces.uiuc.edu/Faculty/docs/peerob.pdf Accessed Nov. 21,2006

Qualities of good lessons Teacher Qualities preparedness on-time room ready notes / lesson plan presentation skills introduction / presentation pace / timing / clarity participation / feedback direction giving “Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana http://www.aces.uiuc.edu/Faculty/docs/peerob.pdf Accessed Nov. 21,2006

Qualities of good lessons Instructional Qualities student centered / active learning techniques checking for understanding / reinforcement of ideas / application of material “Peer Observation for Teaching Assessment”. Univ. of Illinois at Urbana http://www.aces.uiuc.edu/Faculty/docs/peerob.pdf Accessed Nov. 21,2006

Ed Issue Paper Great content but… Proofread for meaning, sentence structure, flow. Put all papers through a spell and grammar check. Re-post as professional documents.

Copyright Copyright Applies to Everyone Copyright Information for Students

You have just been hired as the librarian for the Zahtzerflotz Middle School. Last year the ZMS library was destroyed by a flood. Now the facility is completely cleaned, restored and wired for wi-fi, but it is completely empty. The administration wants you to build a vibrant, integrated, collaborative library program. You have unlimited financial and administrative support to turn the Zahtzerflotz Middle School Library from Slumpy to SLMPY. What will you do?

Zahtzerflotz