1. Please go to http://npformative2.wikispaces.com
WELCOME
Please go to
Click “Join This Space” Sign in to (or create) your Wikispaces account
Click “Before We Begin”
Find a team of three.
Why did you select this corner?
What are you looking forward to this winter?
What is one way you used Feedback or Checking for Understanding?
Also, please place your dots on the three charts on the wall. 1

2. Welcome to Effective Instruction Day 2!
Visit the different posters.
Place your dots on the continuum for each statement to reflect your use of feedback in the classroom.
Meet and Greet -- Do prior to the beginning of the session time as participants enter the room.
Make posters for dot activity. Poster questions are as follows. (Continuum would be Always, Sometimes, Never)
When I provide feedback, I tell students what was correct.
When I provide feedback, I tell students what was incorrect.
I allow time for students to provide feedback to one another.
My students use my feedback to self monitor their learning.
Grouping Possibilities
Elementary
Primary and Intermediate tables with different grade representatives at each table.
(ex. Table one may contain one K,1,2,3 teacher. Table two may contain one 3,4,5,6 teacher etc)

3. Formative Assessment: Feedback and Checking for Understanding
Collecting, Interpreting and Acting on Assessment Evidence By… Checking for Understanding and Using Effective Feedback to Promote Learning
Grouping Possibilities
Elementary
Primary and Intermediate tables with different grade representatives at each table.
(ex. Table one may contain one K,1,2,3 teacher. Table two may contain one 3,4,5,6 teacher etc)
Secondary
Groupings by department and courses
Session 2
In-Service Day Presentation
North Penn School District

4. Effective Instruction 2008-2009 In-service Plan
Session 1: Formative Assessment in the Classroom
Session 2: Check for Understanding, Feedback
Session 3: Formative Assessment Points in a Unit
In the last session we focused on building understanding of CIA (Collect, Interpret, and Act). We modeled strategy that could be used to collect data on student understanding and underscored the importance of interpreting that data and acting on it. In this second session we are going to deepen our understanding of collect and interpret and focus on the ACT part of CIA through “Feedback”.

5. Today’s Objectives
Understand the role of feedback in formative assessment
Know the criteria for effective feedback that affects learning
Create a plan for checking for understanding and providing feedback in a content area
Deepen our understanding of CIA
Facilitator Goals
Connect today’s work to the bigger picture
Know how CIA plays out when checking for understanding at the beginning, middle or end of a lesson
Understand the role of feedback in ACT component of CIA
Know the criteria for effective feedback that effects learning
Set a goal for FA use and interaction to keep the discussion going between now and next time (E-Dec., MS/HS-March)
** Select one partner to be the “A” partner…select another partner to be the “B” partner.
** Select two words that interest you or intrigue you with the objectives.
** Turn to your partner and share the words you selected and why that word was interesting to you.

6. Sharing Your Work Please go to the Live Broadcast link on the wiki.
Using the chat OR discussion board, please write…
What worked and how do you know?
What challenges occurred and how did you overcome them?
How did you use this assessment to adjust your instruction?
Let’s hear what worked for you!
(10-15 minutes)
10-15minutes
Suggestion:
Elementary break into triads or quads if not already done.
Secondary break out by course
Important that the facilitator walk the room to model, collect info.
Ask a few participants to share theirs or one that they heard at their table.
“Sharing Your Work”
Sharing out the ways in which formative assessment worked
Share Out -- Something that you heard that was interesting
Good Ideas
Must explain to students what a thumbs up really means.
Smiley Faces example
Rubrics for understanding how to properly resond to the formative assessment questions.

7. Formative Assessment: Why?
“… students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year…”
- Dylan Wiliam

8. Checking for Understanding: Why?
“… knowing that six or seven students understand is not the same as knowing that 32 do…”
- Fisher and Frey, Checking for Understanding

9. Think -Write -Pair -Share
Please go to the Think-Write-Pair Share link on the wiki and answer one of the two questions using the discussion board provided.
What are the differences between active participation and formative assessment?
What is the difference between spontaneous formative assessment and planned formative assessment?
Active participation is a method to Collect information, Formative Assessment requires the teachers to Collect, Interpret, and Act!
Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning-tactics.
There are times when the need for spontaneous formative assessment arises and effective teachers know how to do that “on the spot”. We are recommending that teachers plan a formative assessment strategy focused on the key learning in each lesson.
pro-active vs re-active.
Key terms—planned process, part of instruction, used to adjust instruction
For our purposes it includes pre-assessment
Suggested Activity: Think-Write-Pair Share
** Have participants write a response to one of the two questions. Partner A answers the first question; partner B answers the second question. First, have partner A turn to partner B to share his or her thoughts. Then, have partner B share his response to the question.
** We will be keeping a strategy chart where we will record the formative assessment strategies used during this session.

10. Formative Assessment Definition
Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.
Remind them that this is our definition of FA from the first session.
This is our definition. We are repeating it to reinforce it and to remind us what formative asssessment is.

11. Select a group member to complete a mystery task.
Group Challenge!!
Select a group member to complete a mystery task.
While that person leaves the room, others add to the chart in the front of the room.
Collecting, Interpreting and Acting on Assessment Evidence
6 – 10 minutes (2-3 minutes for activity; 4-7 minutes to debrief)
Ask a volunteer to leave the room and prep the other participants on the activity.
A volunteer sits in the center of the room, a trash can is approximately 5 feet away.
Round one: The volunteer tries to toss a crumbled piece of paper into the basket; the other participants are asked to provide feedback similar to the words written on a test or quiz (“Good job! Try harder! Keep going! Nice try!)
Be sure to elicit words of feedback like “Good Job!” before hand. Have the participants only say these words.
Round two: Same volunteer tries the same task, but the other participants are asked to provide corrective feedback to either encourage the volunteer to repeat a successful behavior or to alter their behavior to gain a different result.
Debrief the feedback efforts (Which round was more successful and why? Did the volunteer feel different during round one compared to round two? How so? Which method took more time? Which round was met with more success? Was it faster than the other round?)
Notice that the more specific the feedback the more the behavior of the “Shooter” moved towards accomplishing the goal. Ask the shooter, “What did you hear that really helped you/what did you do with what you hear.
Note: Connect to CIA
If you have a person that always gets it ask them to tell us “how” they do it (Think about the process)

12. Role Play: CIA What data did you COLLECT as you watched the activity?
How did you INTERPRET that information?
How did you ACT to improve the chances of success?
Notice that we did not use the directions “Guide your volunteer to make a basket” this was done purposely to make the point that often students are unaware of the goals of our lessons. How does sharing the objective support instruction?
Note: Connect to CIA
Process the slide questions with the group.

13. Reflection
Think about these prompts in order to respond to the final question.
When do you provide feedback to your students?
What kind of feedback do you typically provide?
What is your feedback based upon?
How does feedback impact your students’ learning or performance?
2-4 minutes
Think-Pair
Share with a partner. Trainer walks, listens, and reports back to the group.
Make a transition to the next activity (article)

14. PMI- Plus, Minus, Interesting
Go to the resources link of the wiki and click on the link to the article, “Feedback that Fits.”
Right-click to open the PMI chart. Fill it in as follows:
Plus – a part that enriches your understanding.
Minus – a part that challenges your thinking about Feedback
Interesting – a part that you find particularly interesting.
Think about how this could play out in your classroom.
10-15 minutes.
Share “Other Checking for Understanding Processes Page” Explain that these are just a sample of the many ways that a teacher may check for understanding throughout a lesson.
Start on page three of the article. Direct participants to use PMI Template to note their thoughts. For the implications for my classroom section consider the basket toss demo, the reflection discussion, and the article.
Anchor activity, an activity for participants that finish early, will be to review Guidelines for Effective Feedback Summary Sheet and/or read beginning of article.

15. Wrap-up: Feedback Watch video clip and take note of teacher feedback.
Karate Kid
Is the feedback specific?
Timely?
Criterion referenced?
10-12 minutes (3 minutes for task; 5-10 minutes to share out a summary)
If the participants don’t say it, be sure to note the frustration felt by the student when he did not see the connection to the goal. Also, timeliness should be addressed by noting how in a typical classroom setting feedback should occur well before the student begins to feel the level of frustration shown in the video.
Reference CIA connection to feedback
How does Mr. Miagi Collect information?
What is the evidence that he interprets it?
What action does he take?

16. 3-2-1 Feedback On an index card please write…
3 Concepts that today’s session validated from your prior understanding.
2 Ideas that you will use in the classroom.
1 Question you still have.
Place these cards on the desk near the door.

17. ACT Feedback Announce your thinking (Metacognition)
Connect student effort and result and/or what worked and why
Feedback that is timely, specific and helps student see the relationship between their efforts and the products, thinking, performances they produce
Take the next step that moves the learning forward
ACTion begins.
Announce your thinking: Be openly metacognitive, let students know where you think they are in relation to the learning goal and what you intend to do about it.
Connect student effort and result and/or what worked and why
Feedback that is timely, specific and helps student see the relationship between their efforts and the products, thinking, performances they produce
Take next step

18. 4 Steps to Check for Understanding
Step 4: ACT
“To be formative, assessment must include a recipe for future action…the goal is for the learner to use the information to make improvements.
Dylan Wiliam, 2004
This quote underlies the importance of the C in Act.

19. ACT Feedback—3 Examples
Interpret Results
Feedback to Promote Action
On Target
“You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick with me now as we do this last part.”
Restate
“Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what factoring rules apply to this problem.”
Reteach
“Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.”
Three examples on the next three slides.

20. ACT What are some things you may do when some students get it and some do not? Share with a partner OR… type your thoughts in the chat on the “Live Broadcast” page of the wiki.
Invite participants to check the example in the handouts and to jot some of their thoughts right on that page.
Ask them to share with a partner/table.
Report out.
Use partners to explain/restate
Allow students who get it to go to next problem, assignment while you work with rest
Instruct students to work on anchor activity—vocabulary review, reading, creating a problem for next test/quiz--while you review with those who need assistance (Flex group)
Hold Accountable Later—check back with the students later in the lesson to see if they are now on track.

21. Application Time
In the resources page of the wiki, open the document called “Application” and use it to develop one or two methods to check for understanding.

22. Resources to Support Your Application
U drive effective instruction folder
ASCD DI Tool Kit
ASCD Formative Assessment Templates
Checking for Understanding Strategies

23. To Do Between now and March…
Use the checking for understanding template and feedback PMI summary sheet.
Reflect on how this use informed your instruction.
What worked and how do you know?
What challenges occurred and how did you overcome them?
How did you use this assessment to adjust your instruction?
What questions do you have?
Trainer States, “We will begin our next session with these questions…”

24. Self Assessment
Please refer to the Pink Assessment card and mark your comfort level with a number “2” to indicate your knowledge or skill after this session.

25. 3-2-1 Feedback On an index card please write…
3 Concepts that today’s session validated from your prior understanding.
2 Ideas that you will use in the classroom.
1 Question you still have.
Place these cards on the desk near the door.

26. C . I . A . N N O U N C E O N C O N N E C T L T T A K E T H E L E N EX T S T E P E R C P T R E
5 minute stretch break T