Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project

1. Disclaimer Leadership for the Common Core in Mathematics(CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

2. The Case of One Classroom:Providing Students with Effective Feedback Common Core Leadership in Mathematics (CCLM)

3. Learning Target We are learning why feedback is a formative assessmentstrategy.

4. Formative Assessment Black and Wiliam, and many other experts in the field remind us that: “Formative assessment is not an instrument or an event but a collection of practices with a common feature: they all lead to some action that improves learning.” -Jan Chappuis, Seven Assessment Strategies for Learning

5. Formative Assessment “The common thread woven throughout research, articles, and books bears repeating: it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the “formative” label.” -Jan Chappuis, Seven Assessment Strategies for Learning

6. Seven Strategies of Assessment for Learning Take a look at the back of your binders. Turn and Talk: Why is feedback a formative assessment strategy?

7. What is Feedback? “Research has shown that effective feedback is not a discrete practice, but an integral part of an instructional dialogue between teacher and student, (or between students, or between the student and him/herself).” From “Providing Students with Effective Feedback”

8. What is Feedback? What do you remember about the structure of providing feedback?

9. Oral Feedback Unlocking Formative Assessment by Shirley Clarke Read pages 50 - 53 What are some important details about oral feedback?

10. Oral Feedback “It takes a while to get into the habit, but the strategy is simple: hold on to the thought about the secondary feature and make sure that something about the learning intention is mentioned first, then…The class will retain their focus on the learning intention, which will be apparent in their improved work.” - Shirley Clark, Unlocking Formative Assessment

11. The Case of One Classroom: Diane Carrier 4th Grade Teacher Lakeview Elementary School School District of South Milwaukee

12. Feedback is Based on the Assessment Plan A Formative Assessment Plan (Blueprint) for a cohesive set of lessons: Learning Targets aligned to a Common Core Standard Type of Target (e.g., knowledge, reasoning, or skill) Description of Lesson Description of Assessment Aligned to Target (what data will you collect that shows evidence of student learning) Students’ Monitoring their Learning of the Mathematics in the Target

13. Learning Targets aligned to CCSSM Standard Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

14. Feedback is Based on the Assessment Plan

15. Oral Feedback Agreement: hold each other accountable for specific oral feedback directed to the learning target. Key question; “What does this student need at this point in their learning?”

16. Oral Feedback The specific feedback to the learning target changes everything. • Clear task • Very focused

17. Feedback and Self-Efficacy .

18. Characteristics of Effective Feedback Directs attention to the intended learning Occurs during learning Addresses partial understanding Supports student thinking; feedback does not do the thinking for the student Provides the amount of advice a student can act on

19. Effective Feedback Directs Attention to the Intended Learning Points out what the student has done well (success feedback) and gives specific information to guide improvement (intervention feedback).

20. Effective Feedback Directs Attention to the Intended Learning Success feedback pages 57-58 • Identify work done correctly. • Describe a feature of quality that is present in the work. • Point out effective use of a strategy or process. Intervention Feedback pages 58-59 • Reminder • Suggestion • Question

21. Written Feedback Let’s take a look at some student work. Look for evidence of success feedback & intervention feedback.

22. Effective Feedback Directs Attention to the Intended Learning Success feedback pages 57-58 • Identify work done correctly. • Describe a feature of quality that is present in the work. • Point out effective use of a strategy or process. Intervention Feedback pages 58-59 • Reminder • Suggestion • Question

23. Written Feedback, Take 2 Take a look at the student work samples. With a partner, offer success feedback and intervention feedback that directs attention to the intended learning.

24. Formative Assessment

25. Closing

26. Learning Target We are learning why feedback is a formative assessmentstrategy.

27. Wiliam (1999) Findings from Ruth Butler’s research from University of Hull England, on 132, year 7 students (ages 11 – 13). • Students given only marks made no gain from the first to the second lesson. • Students given only comments scored on average 30% higher. • Giving marks alongside comments cancelled the beneficial effects of the comments. Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.

28. Feedback… in Summary Feedback to learners: • focuses on the learning intention of the task • occurs as the students are doing the learning • provides information on how and why the student understands and misunderstands • provides strategies to help the student to improve • assists the student to understand the goals of the learning.

29. Homework Formative assessment plan/blueprint again on your own - really making it part of your practice.   Turn in: Samples of student work and the attached sheet, which includes: 1. Standard: 2. Learning Target: 3. Please attach your assessment.  In addition, include the examples you came up with before having students take the assessment; exemplars indicating student understanding of the learning target(s).