1 What’s the Diff? Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M. Harris May 18 & 20, 2010 MTL Meeting Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

2 Learning Intentions We Are Learning To Understand the similarities and differences between learning intentions and success criteria Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

3 Success Criteria You will know you are successful when… You can write learning intentions and success criteria that demonstrate the difference between the two concepts. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

4 Reading Directions Read pages in Unlocking Formative Assessment by Shirley Clarke Lens: What are the similarities and differences between Learning Intentions and Success Criteria? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

5 Graphic Organizer As a table group Create a graphic organizer that shows the similarities and differences between learning intentions and success criteria.

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

8 Let’s Make a Poster Think about Cassandra’s Faucet problem from content. Come to consensus as a table group, and create a poster for the important math in the lesson using Cassandra’s Faucet problem: Learning Intention Success Criteria Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

9 Poster Carousel Pass your poster to the table on your left. Individually read the poster, and record your effective feedback in your notebook. As a group, come to consensus, write one effective feedback statement on a Post-it Note, and place it on the back of the poster.

10 Goal is to improve student achievement by telling the learner how to move forward in the learning process. Feedback that is intended to tell the learner what needs to be improved. Feedback isn’t as effective in getting students to move forward in the learning process. Type of Feedback Descriptive

11 Goal is to get student to internalize the effective feedback to use the suggested strategies independently on future work. Feedback that is intended to be used by the learner to independently move their reasoning to the next level. Criteria-based phrases are used to describe the strengths and weaknesses of the learner’s work. Limits feedback to one or two traits/aspect of quality at a time. Students should have an opportunity to “redo” their work based on the effective feedback. Type of Feedback Effective

12 1.I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this? 2.You accurately found the number of students in 4th grade who said chocolate ice-cream was their favorite. You now need to divide this number by the total number of students to get the percent who said chocolate ice- cream was their favorite. Descriptive & Effective Examples of Feedback Descriptive

13 What Does Effective Feedback Look Like? Effective Feedback Should: Describe and inform, not judge. Be specific, not general. Be clear to students. Suggest what students should do to improve. Adapted from Formative Assessment Strategies for Every Classroom, Susan M. Brookhart, ASCD

Type of Feedback Activity Motivational EvaluativeDescriptiveEffective Feedback is primarily motivational Feedback is primarily evaluative Descriptive feedback primarily tells the student how to correct their reasoning. Descriptive feedback asks the student what to do to move their reasoning to the next level. Purpose: to encourage and support the learner Purpose: to measure student achievement with a score or a grade Purpose: to improve learning by indicating to the student what needs to be improved Purpose: to improve learning, by moving student reasoning to the next level MoreSummativeMoreFormative

15 Poster Carousel Pass your poster to the table on your left. Individually read the poster, and record your effective feedback in your notebook. As a group, come to consensus, write one effective feedback statement on a Post-it Note, and place it on the back of the poster.

16 Poster Carousel Debrief Return poster to original table. Read the feedback on your poster. Revise/rewrite your learning intentions based on feedback.

17 Success Criteria You will know you are successful when… You can write learning intentions and success criteria that demonstrate the difference between the two concepts. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

18 “… the learning intention has the greatest impact on children’s understanding of the task and their progress if it includes success criteria as well as the learning intention itself… “ Shirley Clarke, 2001

Feedback Question Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation