Early Release Day #3 PD - Effective Feedback - Product (share at staff meeting) East Elementary School November 24,

Session Objectives:  Appetizer: “Turkey Talk Time”  Main Course: Effective feedback on homework and practice  Side Dishes: (pick one)  Menu Contract  Activity/Objective Rubric  Grade Level/Department Homework Policy  Dessert: Homemade Blog (Yummy!)

“Turkey Talk Time”  Turn to a neighbor and discuss what you will be doing over the holiday break. LET’S SHARE LET’S SHARE

Feedback is a starting point for learning  Students need feedback to discover and address their strengths and weaknesses.  Quality feedback is corrective, specific, and timely.  Help students get it right: Give students opportunities to master their learning standard, provide feedback, and then allow additional opportunities for mastery.

There are different ways to give effective feedback on homework and practice: 1.Written comments from teacher 2.Peer feedback monitored by teacher 3.Students give their own feedback (chart speed/accuracy, plus/delta) 4.Verbal feedback 5.Rubric

Key Research Findings  When feedback is evaluative, student learning decreases (e.g. graded paper).  When feedback is provided that allows students to revise their work, student learning increases (e.g. suggestions for improvement without grade).  Effective feedback is timely. Delay in providing student feedback diminishes its value for learning.

Key Research Findings  Hand back assignment with only percentage or grade on it. Gives an increase of 3 percentile points.  Hand back assignment and give answers. Gives and increase of 9 percentile points.  Hand back assignment and explain answers. Increase of 20 percentile points.  Hand back assignment, explain answers, AND provide additional opportunities to improve and learn. ALSO increase of 20+ percentile points.

Feedback Provided by Peers (strategies)  In small group settings or partners, have students write one positive comment about another student’s work, then have them write one suggestion for improvement (OFI)  “Homework Checkers”  When students are doing a presentation in front of the class, peers can record 1 thing they learned from the presentation and 1 positive comment and 1 OFI

EffectiveFeedback Ineffective Feedback “Great strategy- checked your subtract. work with addition!” “Great job!” -Percentage only -S, N, U,, only Selecting 1 or 2 points for the paper/ work Giving too much feedback on poor-quality work Giving feedback on learning targets Giving too little or none on high-quality work Giving group feedback when the same mini-lesson is required for a number of students Never giving individual feedback because it takes too much time

Reflection on Effective Feedback with H/P  Using the “assignment” you were asked to bring today, please complete the reflection sheet describing the effectiveness of your current feedback practice and how (or if) it can be improved.

H/P “Side Dish” Assignments  Please select one of the following items from your “side dish” section of your “Menu Contract” by Wednesday, December 9th at 3:00pm.  By completing this assignment, you will earn the extra 45 minutes required for this professional development.  Those that are unable to complete this assignment will be scheduled to attend a 45 minute make-up session after-school with Ms. Dollevoet on Thursday, December 10 th.  We will share these “side dishes” during PLCs, Staff Meetings, and Early Release PD in December, January, and February.

 Thank you so much for taking the time to hang in there with us today!  Please find time between now and December 4 th to provide me with some feedback on my Blog. HAVE A WONDERFUL AND RESTFUL BREAK!!