1. http://miblsi.cenmi.org The Benefits of Feedback to Students and Teachers Kim St. Martin January, 2013

2. 2 Agenda Review from the previous session Importance of feedback Putting the pieces together

3. 3 Outcomes Review the difference between “teacher as activator and teacher as facilitator” Continue to understand the intended definition of “Direct Instruction” Understand the types of feedback students and teachers need to maximize student learning

4. 4 Review from the previous session

5. 5 Contrast: teacher as “activator” vs. teacher as “facilitator”

6. .74.73.64.69.59.58.56.34.41.33.31.21.23.15.12.18.06.33 There are many misconceptions of “direct instruction.”

7. 7 Recall from the last session…

8. 8 Demystifying Direct Instruction Before the Lesson –Teachers know what, specifically, should the student be able to do, understand, care about as a result of the teaching –Knowledge of the success criteria of performance is to be expected and when and what students will be held accountable for from the lesson/activity

9. 9 Demystifying Direct Instruction During the lesson: –Engagement in the learning task –Guides to how the teacher should present the lesson (modeling, checking for understanding, information needed for students to gain the knowledge or skill, checking for understanding and students practice doing it right)

10. 10 Demystifying Direct Instruction During the lesson: –Guided practice: Opportunities for students to demonstrate their grasp of new learning by working through an activity under the direct supervision of the teacher Teacher moves around the room and provides direct supervision Teacher moves around the room to determine the level of mastery and to provide feedback and individual remediation as needed –Closure part of the lesson

11. 11 Demystifying Direct Instruction After the lesson: –Independent practice Provided on a repeating schedule May be homework or group or individual work in class Practice can provide for decontextualization: enough different contexts so that the skill or concept may be applied to any relevant situation and not only the context in which it was originally learned Failure to include best practices related to independent practice is responsible for most student failure to be able to apply something learned

12. .74.73.64.69.59.58.56.34.41.33.31.21.23.15.12.18.06.33 Where does feedback come into the picture?

13. 13 Activity Independently read each statement on the Anticipatory Guide for “Know Thy Impact”Independently read each statement on the Anticipatory Guide for “Know Thy Impact” Fill in “Agree” or “Disagree” in the Before Reading (left hand) column next to each statementFill in “Agree” or “Disagree” in the Before Reading (left hand) column next to each statement Read the article, “Know Thy Impact”Read the article, “Know Thy Impact” Go back and fill in “Agree” or “Disagree in the After Reading (right hand) column next to each statementGo back and fill in “Agree” or “Disagree in the After Reading (right hand) column next to each statement Identify three things that resonated with you in the article. Take turns sharing with your table matesIdentify three things that resonated with you in the article. Take turns sharing with your table mates

14. 14 Putting the Pieces Together

15. 15

16. 16 10 Research-Based Principles of Instruction 1.Begin a lesson with a short review of previous learning 2.Present new material in small steps with student practice after each step 3.Ask a large number of questions and check the responses of all students 4.Provide models 5.Guide student practice 6.Check for student understanding 7.Obtain a high success rate 8.Provide scaffolds for difficult tasks 9.Require and monitor independent practice 10.Engage students in weekly and monthly review

17. 17 Activity How do the 10 Research-Based Principles of Instruction align with the definition of direct instruction (slides 8-10)?How do the 10 Research-Based Principles of Instruction align with the definition of direct instruction (slides 8-10)? –Circle the areas of overlap

18. 18 Overlap: 10 Research-Based Principles of Instruction and Direct Instruction 1.Begin a lesson with a short review of previous learning 2.Present new material in small steps with student practice after each step 3.Ask a large number of questions and check the responses of all students 4.Provide models 5.Guide student practice 6.Check for student understanding 7.Obtain a high success rate 8.Provide scaffolds for difficult tasks 9.Require and monitor independent practice 10.Engage students in weekly and monthly review

19. 19 Activity Recall the types of feedback described in Hattie’s article:Recall the types of feedback described in Hattie’s article: –Task feedback –Process feedback –Self-regulation feedback Partner 1 read aloud the descriptions of each of the types of feedback (including the examples) from the article.Partner 1 read aloud the descriptions of each of the types of feedback (including the examples) from the article. Partner 2: Looking at the slide listing the 10 Research-based Principles of Instruction, list the numbers that align with each type of feedback (there will be overlap)Partner 2: Looking at the slide listing the 10 Research-based Principles of Instruction, list the numbers that align with each type of feedback (there will be overlap)

20. 20 Types of Feedback and 10 Principles of Instruction Alignment Task feedback: –2, 5, 6, 8, 9 Process feedback: –1, 3, 5, 8, 9, 10 Self-regulation feedback: –5, 7, 8, 9 Where is the student going? –4

21. 21 Thank You! Kim St. Martin kimstmartin@me.com