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

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” “ You do it together ” Collaborative Independent “ You do it alone ” 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 STUDENT RESPONSIBILITY Focus Lesson “ I do it ” Independent “ You do it alone ” 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.

DIY School TEACHER RESPONSIBILITY (none) STUDENT RESPONSIBILITY Independent “ You do it alone ” 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

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” “ You do it together ” Collaborative Independent “ You do it alone ” 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. Formative Assessment

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

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

Why? “…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’re ready to teach someone else. We’re working on it. What is it? We understand it and we believe in it. We’re getting better at it.

Want to motivate students? Build their sense of competence.

Fisher & Frey, 2009, Hattie & Timperley, 2007 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

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

A clear learning target establishes criteria for success

Two Components: Content Purpose Language Purpose

Student Accountability is Established Through Daily Purpose