CRISP and SPECK8 Spring Workshop

1. CRISP and SPECK8 Spring Workshop

2. 2011 Schools of Distinction Blaine Middle School Lyman Elementary Samish Elementary

3. Blaine High School 2011 Washington Achievement Award from OSPI and State Board of Education

4. Neah Bay Middle and High School 2011 School Of Distinction Award Neah Bay Middle School State STEM Award for Achievement in Math and Science Neah Bay Elementary School 2011 Washington State Title I Improvement Award

5. WSTA Middle School Teacher of The Year Jody Dylan WSTA Higher Ed Teacher of The Year Scott Linneman National Board Certification 2011 Laure Brooks Anne Mortimer Missi Chalfant Maggy Witecki Sam Morrow 2010 Heather Farren Paul Hope

7. Reconnect Feedback (9am-11 am) Grading (11am-12 pm) Lunch (12 pm- 1 pm) Teacher Sessions (1pm- 3pm) Principal Sessions (1 pm- 3 pm) Reflection and Closing (3:00-3:30 pm)

8. The analogy that might make the student’s view more comprehensible to adults is to imagine oneself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he is going. But a child only knows he is going to school... The chart is neither available nor understandable to him...Very quickly, the daily life on board ship becomes all important...The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination. Mary Alice White

9. How have you changed the way you communicate learning targets to your students?

10. Clear learning targets for science content • Connections made to previous lessons • Connections made to everyday phenomena and applications • Students encouraged to use evidence to support thinking • Respectful classroom interactions • Various instructional strategies Strengths From observing CRISP and SPECK8 Lessons

11. Increase wait time • Increase follow-up to student responses • More time for sense making • Increase challenging questions Areas for Improvement from SPECK8 and CRISP

12. Welcome U3 Underprepared Uncomfortable Unguarded • Change songs

13. My Next Steps My Challenge Graham Road Elementary School uses a “fish head” Hasn’t read the right books Little experience outside class Lack of exposure Lack of background knowledge Poverty of family Parents don’t know much about subject Lack of vocabulary Incorporate the right books in guided reading lessons. Video background knowledge project Consciously develop vocabulary through reading, vocabulary lessons, and field trips

14. A Generation of Learners? The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared. Seymour Papert

15. Successful Education The test of successful education is not the amount of knowledge that a pupil takes away from school, but his appetite to know and his capacity to learn. If the school sends out children with the desire for knowledge and some idea how to acquire it, it will have done its work. Too many leave school with the appetite killed and the mind loaded with undigested lumps of information. The good schoolmaster is known by the number of valuable subjects which he declines to teach. The Future in Education (1942) Richard Winn Livingstone

17. Formative Assessment Five Key Strategies

19. Unit Big Idea Living things have basic needs, and they meet their needs in various ways. Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water. Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place. Lesson Learning Target All plants and animals have various external parts Lesson Learning Target Lesson Learning Target

20. Research Based Lesson Cycle Share the Learning Target (Concept) -Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria? -Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? Where am I going? Draw out Initial Ideas about Learning Target -Students surface their thinking about using techniques like discussions, demonstrations, examples, and formative assessment probes -Teacher modifies/ adjusts lessons in response to student ideas Where am I now? Engage with Phenomena to Generate and Collect Evidence related to the Learning Target -Students engage in appropriate activities such as experiments, observations, technology-based simulations or demonstrations, exploration of text-based information, or lectures -Students reflect on initial ideas in light of evidence, think about and analyze data, discuss evidence and ideas with peers and teacher and provide and receive feedback How do I close the gap? Generate Artifacts/ Evidence of Learning -Students demonstrate their current thinking by creating a concept sketch, lab report, class presentation, written report, solved problems or other artifacts -Teachers and students provide useful feedback based on clear success criteria Feedback Where am I now? Reflect/ Make Sense -Students and teacher think about and discuss understanding of the Learning Target as evidence in artifacts and reflect on their own learning (how their thinking has changed and what experiences changed their thinking) How do I close the gap? Success? Yes! Summative Assessment Success? Not yet Next Concept

21. Know role of and characteristics of effective feedback • Be able to give effective feedback to students and peers • Be able to explain the connection between motivation, feedback, and grading

22. What is the purpose of feedback? • What does effective feedback look like? • What are barriers to providing effective feedback in your classroom?

23. Why feedback?

24. Read Brookhart introduction, pages 1-2. What idea(s) were most surprising or interesting to you in this section? How might these idea(s) impact your classroom practice?

25. What ideas surprised or interested you? How might these ideas impact your classroom practice?

26. Dylan Wiliam Feedback • http://www.journeytoexcellence.org.uk/videos/expertspeakers/feedbackonlearningdylanwiliam.asp

28. Kinds of feedback: Israel 264 low and high ability grade 6 students in 12 classes in 4 schools; analysis of 132 students at top and bottom of each class. Same teaching, same aims, same teachers, same classwork Three kinds of feedback: scores, comments, scores and comments Butler (1988)

29. Responses What do you think happened for the students given both scores and comments? a) Gain: 30%; Attitude: all positive b) Gain: 30%; Attitude: high scorers positive, low scorers negative c) Gain: 0%; Attitude: all positive d) Gain: 0%; Attitude: high scorers positive, low scorers negative e) Something else

30. If teachers are providing careful diagnostic comments and then putting a score or a grade on the work, they are wasting their time. They might as well just give a score or a grade, the students won’t learn anything as a result, but the teacher will save a great deal of time.

31. Consider Wiliam’s principle’s of feedback on pages 3-5. How do Wiliam’s ideas about feedback resonate with you? Do your current feedback practices reflect these principles? How can you change your practices to incorporate these ideas?

32. Which of Wiliam’s principles resonated most with you? How will you incorporate these ideas into your classroom practice?

33. Read Brookhart Strategies and Content. What further ideas can you gain about effective use of feedback in your classroom?

34. Look over the sheet Assessing Feedback Strategies and Content Read Examples of Good Feedback and Examples of Bad Feedback Do you find your current classroom practice in either of those columns? Keep these examples in mind when we practice giving feedback on student work later on.

35. Feedback with Negative Consequences • References permanent characteristics of the student, intelligence or talent • Gives correctives (right or wrong) with no information about how to move the student forward

36. Five Characteristics of Effective Feedback

37. Directs attention to the intended learning Your design shows that you are clear about what you want to measure, and you have listed four factors that should remain constant in your test and one that will change. For your test to be fair, there is one other factor that must remain constant. You are planning to measure the time that parachutes of different sizes take to fall to the ground. With this in mind, can you review your plan and think about what else needs to be constant? I’ll be back in a few moments to hear your ideas.

38. Addresses partial understanding You have planned your fair test in general terms. Now think about how you would conduct your test in a systematic way so that you can draw conclusions from your test. I suggest you review some of the examples of fair tests we looked at from last year’s students to help you think about how you will conduct measurements and record your data in systematic ways so that you can compare your results.

39. Does not do the thinking for the student Remember, the success criterion for this task was that all your conclusions should be backed by evidence. I’ve used a check mark to indicate the statements that are backed by evidence. Now, you each need to find the statements that are not supported by evidence and provide it.

40. Limits correctives to the amount of advice the student can act on Starting your speech with a question was a good way of getting your audience’s attention. I think you could make a bigger impact at the end of your speech if you go back to your question and finish with a sentence that shows how you answered the question.

41. Occurs during the learning process Remember we talked about density as mass divided by volume? See if you can calculate density for each substance. I’ll be back to check in a few minutes.

43. Five Characteristics of Effective Feedback-Pinky

44. http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx

45. Choose grade of work (4, 8, 12) • Answer question yourself • Using scoring guide, Assessing Feedback Strategies and Content (from OESD), and Five Characteristics of Effective Feedback, write feedback for each student’s work • After providing feedback for students, trade papers with a peer, and give each other feedback 45

46. The right amount of feedback to give is different for different students and assignments …the right amount of feedback for one student might overwhelm another.” ~Susan Brookhart

47. Feedback should be clear, purposeful and meaningful, compatible with students’ prior knowledge, and provide logical connections. It should prompt active information processing on the part of learners and relate to clear and specific goals. ~Hattie & Timperley, 2007

48. Formative assessment provides feedback to teachers from the evidence they collect in the course of teaching and learning. This feedback is something they feed forward into their instructionto improve student learning. ~Margaret Heritage

49. What changes will you make to your feedback practices next week?

50. Enjoy your lunch Return in an hour 51