F208_PPT_Improving Teaching through Formative Observation Feedback - Final
- 1. 2015 Teacher Leader Summit Presented by: Ajit “AJ” Pethe and Merlyna Valentine
- 2. Cell phones Hand signal Eliminate side conversations Participate, don’t dominate Turn and talk
- 3. Understand the three stages of feedback readiness Awareness of how to conduct frequent, formative observations and provide actionable feedback to teachers
- 4. The most powerful single influence enhancing achievement is feedback. Does this mean that we need to give children more and more feedback to raise their achievement? No! What is needed is quality feedback and where that feedback has the greatest effect is when teachers receive more and better feedback about their teaching, and then the ripple effect back to the student is high (Hattie & Timperley, 2007).
- 5. I enjoyed my visit to your class. Your students seemed off task during the lesson. The transitions were chaotic and students seemed confused about procedures. During independent practice, 7 out of 22 students were off task (heads down, side conversations, drawing). It is important to ensure students have a clear understanding of the task and expectations prior to beginning independent work. Be sure you have the attention of all students when providing directions, have one or two students repeat your directions, and monitor immediately after the start of independent practice to ensure all students have begun to work.
- 6. Formative observations are used to monitor teaching and learning in the classroom. They provide ongoing feedback that can be used by teachers to improve their teaching practices. More specifically, formative observations: ◦ Help teachers identify their strengths and weaknesses and target areas for improvement ◦ Help administrators recognize where teachers are struggling and address these areas in partnership with teachers
- 7. When providing teachers feedback on their instruction, how do you consider their capacity to receive and implement the feedback?
- 8. All teachers can improve when provided the right type of feedback based on their readiness to receive and implement the feedback! Reactive Receptive Reflective
- 9. A reactivereactive teacher… ◦ Hesitant to take ownership for student learning ◦ Resistant to change ◦ Limited knowledge of best practices ◦ Does not always value feedback
- 11. Focused Acknowledge what is working Identify challenge areas Provide specific suggestions for improvement Follow up You utilized appropriate wait time; waiting five seconds after posing a question to call on a student to answer. I noticed during collaborative practice, seven students were engaged in side conversations. Next time, utilize the Kagan structure Think, Pair, Share to hold all students accountable for actively participating. I have placed in your teacher mailbox an article on Think, Pair, Share. Next time I visit your class, I will be looking to see how this strategy is being implemented.
- 12. A receptivereceptive teacher… ◦ Occasionally takes ownership for student learning ◦ Hesitant to change ◦ Awareness of best practices ◦ Does not always implement the feedback
- 14. Focused Pose leading questions that promote self-reflection on strengths and challenges Guide them to choose and implement the appropriate best practice(s) Follow up Your interaction with students as they entered the classroom helped set a positive tone for the day. During collaborative practice, what did you notice about the level of engagement of your students? How could you have utilized a cooperative learning structure to increase the level of engagement of your students?
- 15. A reflectivereflective teacher… ◦ Takes complete ownership for student learning ◦ Embraces change that positively impacts student learning ◦ Possesses a wealth of knowledge of best practices and implements effectively ◦ Thinks critically about the provided feedback and strives for continuous improvement
- 17. Focused Pose critical questions that challenge their thinking Pose open-ended questions that create dialogue Follow up It appeared you were taking a constructivist’s approach to this lesson in order to open doors for learning. You provided correct, specific feedback at the end of the activity but did not provide specific feedback throughout. Why did you do this? What effect did this have? What risks are associated with this technique? How can you manage these risks?
- 18. How will you enhance your current feedback practices based on what you’ve learned about the 3 R’s of Feedback?
- 19. Common Core Math Lesson 4th/5th Grade (Highlights) – Tim Bedley https://www.youtube.com/watch?v=EA3YkawKEWc Common Core Standards Math Practice 3 - Construct viable arguments and critique the reasoning of others 4.NF.C.5 - Number & Operations - Fractions Understand decimal notation for fractions and compare decimal fractions. ◦ Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. 5.NBT.B.5 - Number & Operations in Base Ten Perform operations with multi digit whole numbers and with decimals to the hundreds. ◦ Fluently multiply multi digit whole numbers using the standard algorithm. Guiding Questions Write several different types of equations for 2.4. Draw some different types of pictures to represent 2.4. Is 2.4 the same thing as the quotient 2 remainder 4? Why or why not?
- 20. As you view the video, record what you see, especially in the area of assessment. F208_Handout_Formative Observation Form.pdf Common Core video.mp4
- 21. Take a moment to craft your feedback to this teacher based on your assigned stage of the teacher’s readiness (3 R’s). F208_Handout_3 R's of Feedback Note Taking
- 22. Work with your group to discuss appropriate feedback to this teacher based on your assigned stage of the teacher’s readiness (3 R’s).
- 23. Promote critical reflection on teaching practices Increase teacher effectiveness Increase student achievement
- 24. Planned ◦ Make conducting formative observations a top priority ◦ Calendar ◦ Outlook calendar sharing Technology ◦ iPAD ◦ Pages App Frequent Focused Provides actionable feedback Follow up
- 26. Building Teachers’ Capacity for Success – Pete Hall and Alisa Simeral 3 R's of Feedback Note Taking Form.pdf Formative Observation Form.pdf Common Core Math Lesson 4th-5th Grade - Highlights.doc
- 27. Thank You for Your Time apethe@stcharles.k12.la.us mvalentine@stcharles.k12.la.us
Editor's Notes
- #6: Reflection Question: You’ve just visited a classroom in which the teacher has good classroom management and engaging activities. Take two minutes to think of what feedback would you provide this teacher and record on your reflection document. (This question will be asked prior to presenting not actionable vs. actionable feedback slide)