Parent Coffee November 2, 2012 November 5th Safe Drive Stay Alive November 8-9 Parent Teacher conferences Calendar Review : *November 14th- Benefit Concert 4:30 PM Theater *November 21st Senior Math Challenge 10-2:00 PM *November 28th Career Day assembly November 17th Gala Ball, 7:00 Marcliffe *November 16th- Math in the pipeline

Slide taken from presentation by Shirley Clarke Courtesy of Shirley Clark e

Professor John Hattie's Table of Effect Sizes Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with: advancing learners' achievement by one year, or improving the rate of learning by 50% a correlation between some variable (e.g., amount of homework) and achievement of approximately.50 An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation). Setting Objective and Providing Feedback Summarizing and Note taking Reinforcing Effort/Recognition Homework/Pra ctice Cooperative learning Generating and Testing Hypothesis Cues Questions/Advance d Organizers Non linguistic representations IQ Effect Size of 1.0 equals improving the rate of learning by 50% Effect Size of 1.0 equals improving the rate of learning by 50%

Feedback/Corrective and timely that indicates why an item is correct or incorrect Setting Objectives and Providing Feedback learning goals and objectives set at the beginning of a unit of study to provide direction “The most powerful single modification that enhances achievement is feedback” (Marzano)

“Feedback for Learning”

7 keys to Effective Feedback: Grant Wiggins Definition: “Feedback is information about how we are doing in our efforts to reach a goal “ example of goal of a joke

Consistent Feedback Essentials: Ongoing Tim ely User Friendly Tangible and Transparent Actionable Goal Referenced

“Actionable” Concrete specific and useful, kids need to know specifically what to do differently the next time. “Goal referenced:” a specific goal must be understood (I want to kick a football) “ Tangible:” results related to the goal (What to look for) (tell a joke)= laughing or not... Clinical supervision, let the data do the talking Clinical supervision, let the data do the talking

“User Friendly” (kids need to understand what was said) “Timely” The sooner they get the feedback the better. “A great problem in education however is untimely feedback. We should work overtime to ensure students get more timely feedback and opportunities to use it while still fresh in their minds”. “Ongoing” Feedback on Formative assessments, “if the results are less than optimal the student needs time and feedback to achieve the goal. In summative assessment, the feedback comes too late”

“The ability to quickly adapt one’s performance is a mark of all great achievers and problem solvers” (learning from your errors) “Consistent”: “Educators all need to agree on what high quality work is” Progressing towards a goal: “The ability to improve one’s results depends on the ability to adjust one’s pace in light of ongoing feedback that measures performances against a concrete long term-term goal”. and most kids are not like this / in a perfect world yes

Feedback Vs. Advice “You need more examples in your report” “Use a lighter bat” “You should have included more depth in your unit plan” No actionable descriptive feedback

Feedback Vs. Evaluation and Grades “Good Work! This is a weak paper I’m pleased by your project” “No actionable information about what occurred: Tip: make a mental colon after each comment

Does the thinking for the student

“Conventional schools yield a grade against recent objectives taught, not useful feedback against the final performance standards. Instead of informing teachers and students at an interim date whether they are on track to achieve a desired level of student performance by the end of the school year, the guide and the test grade just provide a schedule for the teacher to follow in delivering content and a grade on that content”. Advice: Use more pre and post assessments to measure progress towards standards, Use item analysis/Criterion reference test

Feedback is timely(immediate) and on going When you fail, you can start over, Constant opportunities to receive and learn from the feedback Goal Referenced Tangible Tangible: something gets blown up etc. Learn from feedback: kids learn about what weapon does,what how effective it shoots etc. Tangible: something gets blown up etc. Learn from feedback: kids learn about what weapon does,what how effective it shoots etc.

Making time for Feedback? “Teaching less and providing more feedback = greater learning”