1. Feedback Impacting Students Impacting Instruction Seth Hunter Mathematics Specialist, KDE President, KCTM

2. Goals Participants can describe characteristics of feedback that have been shown to move learning forward. Participants can describe how feedback can impact student learning, ultimately impacting future teaching and learning. Participants can describe how feedback can be used to develop student self- direction.

3. Where Am I (the student)?

4. How Do I (the student) Close the Gap?

5. Where Am I (the student)? Big Idea/ Cluster Standard (including math practices) Targets Adsk afdai adsaf I;jk kjk; iond aid Qeuiop qeznk chuen dhujks anqyusbd ddy fownct Ncndhdue hu dhdu a djcidms Standard (including math practices) Targets Ajsksl opplwk zbxvcm cnc sjine dojs

6. How Do I (the student) Close the Gap? Self-Analyze Weaknesses/ Strengths Select “gap closing” strategy Re-assess

7. Feedback for Learning DOES Use the language of standards Where Am I? Acknowledge student growth Where Have I Come From? Suggest improvements How Do I Close the Gap? DOES NOT

8. Indirectly Suggest Improvements SUMMATIVE Judgments “Good job” Personal Observations Inferences You didn’t pay attention to the decimal places. FORMATIVE

9. Directly Suggest Improvements Reminder prompts Who is this story about? What was the runner’s speed? State specific suggestions Review place value and keep the decimals in line. Use a method that doesn’t cross multiply. Provide a correct example for students to mimic

10. Feedback Impacting Students

11. Feedback Impacting Students… Assessments and Tasks Aligned to targets. Provide feedback to students, or allow them to self- correct (providing feedback to self). Include a prompt regarding self-analysis for use post- feedback, determining their strengths and weaknesses.

12. …Impacting Instruction Assessments and Tasks Aligned to targets. Provide feedback to students, or allow them to self- correct (providing feedback to self). Include a prompt regarding self-analysis for use post- feedback, determining their strengths and weaknesses. Use student self-assessment of strengths and weaknesses to adjust instruction.

13. …Impacting Instruction

14. Student Self-Direction Use class time for student to self-correct using an answer key (DOK 1 or 2) or rubric and strong examples of work (DOK 2 or 3). Students write a three sentence summary about their strengths and weaknesses…impacting instruction. Assign homework, spot-check in class for completion Distribute answer key or rubric and strong examples for self-correction and self-analysis as subsequent homework assignment. Collect summary of strengths and weaknesses…impacting instruction. Offer cluster/ “big idea” aligned strategies to “close the gap” on the task/ assessment.

15. Changing Practitioner Habits

16. Changing Habits Targets Tasks/ Assessments Lessons

17. Changing Habits Big Ideas/ Clusters Pre- selected “closing the gap” strategies for self- directed students Standards Some- times Targets Too narrow

18. Changing Habits Pre-assess Progress Check (Pre v.2) Progress Check (Pre v.3)

19. Works Consulted Shirley Clarke Formative Assessment in the Secondary Classroom Enriching Feedback in the Primary Classroom Unlocking Formative Assessment Stiggins, Chappuis, Arter CASL Chappuis, Arter Creating and Recognizing Quality Rubrics Chappuis 7 Strategies of Assessment for Learning Leslie Laud Using Formative Assessment to Differentiate Mathematics Instruction

20. Feedback Impacting Students Impacting Instruction Seth Hunter Mathematics Specialist, KDE President, KCTM