1 Math CAMPPP 2012 Breakout Session 4B Gr. 9-12

Session Goals Participants will have an opportunity to: practice/enhance their giving of descriptive feedback through examination of student work samples deepen their understanding of fraction meanings 22

Descriptive Feedback Dancing With the Stars - Best Judges Moments American Idol - Taylor Hicks' Audition 3

Feedback Motivational FeedbackEvaluative FeedbackDescriptive (“tell”) Feedback Descriptive (“ask”) Feedback  The goal is to make the learner feel good.  The feedback is intended to encourage and support the learner.  The feedback does not give guidance on how the learner can improve their reasoning.  e.g. “Good work”, “Much improved”, “Very creative”  The goal is to measure student achievement with a score or grade.  The feedback is intended to summarize student achievement.  The feedback does not give guidance on how the learner can improve their reasoning.  e.g. “73%”, “Level 2”, “Needs Improvement- Satisfactory-Good- Excellent”  The goal is to improve student achievement.  The intent of the feedback is to tell the learner what needs to be improved.  The feedback gives specific guidance as to how the learner can improve their reasoning.  e.g. “Your equations are correct. Remember to use proper problem solving format.”  The goal is for students to internalize the feedback.  The intent of the feedback is to ask questions which will prompt the learner to independently move their reasoning to the next level.  e.g. “I can see your pattern works for the 2 examples you have given. Will it work for all values of n? How would you prove this?” from Portage la Prairie School Division, Manitoba

Focus Questions 1.Is there any overlap among the types of feedback? How? Where? 2.Are certain types of feedback “better” than others? How? Why? 3.Are certain types of feedback more appropriate for certain types of tasks? Why? 5

Feedback Motivational Feedback Evaluative Feedback Descriptive (“tell”) Feedback Descriptive (“ask”) Feedback 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 from Portage la Prairie School Division, Manitoba

Student Samples – 5 questions 1.On an assignment, Jaime received the following scores: Section A: Section B: Total: Jamie was confused, because using what she knew about fractions, she didn’t think that. How would you explain this to Jaime? 2. Show what you know about and. Use different representations to communicate your ideas. 3. Give a real life example of a problem where the solution could involve dividing by. 4. What do you know about ? Use diagrams, numbers, algebra, words, etc. to communicate your ideas. 5. Create a sentence that makes sense that includes ALL of these words and numbers: improper, fraction, simple, challenging, 8. 77

Writing Descriptive Feedback Select one of the 5 questions. Select 1, 2, or 3 samples of student work for that question. Work with a partner to analyze the student thinking and write descriptive feedback using a 4-colour strategy. 8

4-Colour Strategy Cut and paste the sample in the middle of a piece of chart paper. Write the following around the sample: –What the student knows (green) –What knowledge/understanding seems fragile (orange) –What questions you might ask the student to expose and evoke thinking (blue) –What a descriptive feedback comment might look like on the student work based on the above thinking (black) 9

Small Group Share Group yourselves with those who worked with student samples from the same question. Share your work. 10

Large Group Share Post your chart paper or spread out on tables. Take a gallery walk. Consider the following focus questions during your gallery walk: –Do you have any insights that you would like to share with the whole group? –Is this (or any part of this) like something you have used in the classroom? Particularly in relation to misconceptions with fraction concepts? 11

Ten Ways to Assess Without Putting a Mark on Paper “Ten Ways to Assess Without Putting a Mark on Paper” from Setting and Using Criteria, Kathleen Gregory, Caren Cameron, Anne Davies, Connections Publishing,

Ten Ways to Assess Without Putting a Mark on Paper Met, Not Yet Met Met, Not Yet Met, I Noticed Sample Match Performance Grid More of, Less or N.B. (Pay Attention) Specific Remarks Using Acronyms The Next Step Key Questions 13

Exit Card Take a minute and think about what you’ve heard, discussed, and done during the plenary and breakout sessions today. Is there an idea, a comment, or a strategy, that caught your attention? Jot this down on an exit card, and give it to us as you leave. 14