Feed-up, Feedback, and Feed-Forward

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Feed-up, Feedback, and Feed-Forward
Nancy Frey, PhD SDSU/HSHMC

• PPT available at www.fisherandfrey.com
• Click Resources
• Feed Up Back Forward Champaign

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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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The sudden release of responsibility
TEACHER RESPONSIBILITY
I do it
Focus Lesson
You do it alone
Independent
STUDENT RESPONSIBILITY
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
4
DIY School
TEACHER RESPONSIBILITY (none)
You do it alone
Independent
STUDENT RESPONSIBILITY
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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Time for a Story
January 2006
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
Formative Assessment
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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Shifts in Thinking
HOW

• What am I going to teach?
• What are the students going to do?

• am I going to teach?
• What are the students going to
• ?

LEARN
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What shifts have you witnessed in the profession
regarding instruction and assessment? How have
these shifts impacted your own practice?
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Todays Purposes
Consider a formative assessment system that feeds
information up, back, and forward Link
formative assessment to quality instruction and
standards-based grading Examine leadership
qualities necessary for this effort Discuss
these concepts with professional colleagues
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Comparing Formative and Summative Assessments
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Why?

• formative
• assessment practices
• greatly increased the achievement of
  low-performing students, in some cases to the
  point of approaching that of high-achieving
  students.

Chappuis, 2009
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How?

• Formative assessments create a learning path for
  students to reach summative assessments, and
  increase achievement in standards-based grading
  systems.

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Formative Assessment Where is your school?
We understand it and we believe in it.
Were ready to teach someone else.
Were getting better at it.
Were working on it.
What is it?
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Want to motivate students?
Build their sense of competence.
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• Feed up establishing purpose
• Check for understanding daily monitoring
• Feedback providing information about success and
  needs
• Feed forward using performance for next steps
  instruction and feeding this into an
  instructional model

Fisher Frey, 2009, Hattie Timperley, 2007
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Feed Up
Establishing Purpose Why are we doing this
anyway?
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• A clear learning
• target
• establishes
• criteria for
• success

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Two Components
Language Purpose
Content Purpose
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Student Accountability is Established Through
Daily Purpose
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What is the Student Accountability?

• English
• C Describe how a character changes in a story.
• L Cite text evidence in your literature circle
  of the characters change from the beginning of
  the story to this point.

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What is the Student Accountability?

• Mathematics
• C Determine reasonableness of a solution to a
  mathematical problem.
• L Use mathematical terms to explain why your
  answer is reasonable.

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What is the Student Accountability?
Biology C Identify the phases in animal cell
meiosis I and II. L Describe the similarities
and differences between the two through
illustration and words.
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What is the Student Accountability?
History C Identify one contributing cause of
the Revolutionary War. L Explain the cause to a
peer and then summarize the cause in writing.
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Purpose Expectations
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Targets defined through competencies and
standards-based grading
The trend of personalized learning has caught on
nationwide, but the entire state of Oregon has
been using a similar methodproficiency-based
instructionsince 2002 when it gave districts the
option to award credit for proficiency. To earn
credit, students demonstrate what they know based
on clear learning targets defined by state
standards. Students have intervention time built
into their school day to work on concepts in
which they arent yet proficient. Once they
master a concept, they move on.
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In one district, 17 percent more high school
students met or exceeded standards on the math
portion of the Oregon Assessment of Knowledge and
Skills in 2010-2011 than in 2009-2010, and 11
percent more met or exceeded standards on the
reading and literature portion.
District Administrator, May 2012,
http//www.districtadministration.com/article/all-
students-thrive-proficiency-based-instruction
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Standards-based grading and competencies at HSHMC
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Student Participants
444 9-12th graders 62 free/reduced lunch 15
from military families 44 Latino/Hispanic 22
Black 16 Asian 18 White 70 EL students
8.5 Students with disabilities 4 with 504
plans
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Math did.
We didnt start the fire
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• Standards-based grades derived only from
  competencies, not attendance, in-class
  assignments, or homework.
• Students must pass all competencies with 70 or
  better.
• lt 70 Incomplete student has two weeks to
  clear it, before mandatory Academic Recovery.
• RtI2 initiative, honors contracts now tied to
  this system.

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Competencies for English 9/10Semester 1
Content Measured Assessment Format
Plagiarism, Citation, Referencing Exam (multiple choice/short answer)
Summaries literary response analysis (9) Literacy letters
Vocabulary development (9) Exam (multiple choice)
Research Paper on Essential Question 1 Paper Creative Component
Analyzing media, persuasive techniques Exam (multiple choice/short answer)
Summaries literary response analysis (9) Literacy Letters
Vocabulary development (9) Exam (multiple choice)
Persuasive Paper on Essential Question 2 Paper Creative Component
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Competencies for English 9/10Semester 2
Content Measured Assessment Format
Analyzing oral communication speeches Exam (multiple choice/short answer)
Summaries literary response analysis (9) Literacy letters
Vocabulary development (9) Exam (multiple choice)
Expository paper on EQ 3 Paper Creative Component
Analysis of poetry Exam (multiple choice/short answer)
Delivering oral communication Retelling dramatic monologue
Summaries literary response analysis (9) Literacy Letters
Vocabulary development (9) Exam (multiple choice)
Autobiographical Paper on EQ 4 Paper Creative Component
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Weekly Incomplete List
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Everybody knows your business.
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Academic Recovery
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Outcomes Schoolwide
HSHMC outperformed state-identified similar
schools by 11. Student achievement increased 4
on state achievement measures. Independent
auditor noted that, HSHMC outperforms all
local schools in the percentage of students at
or above proficiency in ELA and math. (Audit
report, June 2009)
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Outcomes Grade Point Averages

• GPAs increased from 2.89 to 3.36,
  (t12.58, df742, plt.001).
• The largest gains in GPA came from students
  living in poverty and students with disabilities.
  
• For students living in poverty, average GPA
  increased from 2.26 to 3.12
  (t16.84, df414, plt.001).
• For students with disabilities, average GPA
  increased
• from 1.30 to 3.02 (t7.26, df61, plt.0001).

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Outcomes Attendance
By the end of the two-year data collection
period, attendance had increased from 90.4 to
95.6.
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What effects have you seen on student motivation
and learning with standards-based grading? What
ideas resonate with you?
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Check for Understanding What am I learning?
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How often do you do this?

• Everybody got that?
• Any questions?
• Does that make sense?
• OK?

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• Oral language
• Questioning
• Written language
• Projects and performance
• Tests
• Common assessments and
• consensus scoring

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Check for understanding during the process, not
just after its completed.
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Using Oral Language to Check for Understanding
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Original price of a microphone 129.99. The tax
is 7. What is the total price you have to pay
for this?
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Wendy says

• So, the problem is asking me how much I have to
  pay for this mic. The information I know is the
  price and how much tax they make you pay. I think
  it has to be more than 129, like maybe 150,
  because the tax is on top of the price. I have
  to add the tax to the price. But I have to find
  out how much the tax is. I think you multiply.
  So I did 129.99 times 7, but that is 909 and
  that is too much for the microphone. The answer
  isnt reasonable. But I dont know why it didnt
  work.

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So, the problem is asking me how much I have to
pay for this mic. The information I know is the
price and how much tax they make you pay. I think
it has to be more than 129, like maybe 150,
because the tax is on top of the price. I have
to add the tax to the price. But I have to find
out how much the tax is. I think you multiply.
So I did 129.99 times 7, but that is 909 and
that is too much for the microphone. The answer
isnt reasonable. But I dont know why it didnt
work.
What does Wendy know? What doesnt she know? What
do you do next?
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Using Questioning to Check for Understanding
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Progression of Text-Dependent Questions
Whole
Across texts
Entire text
Segments
Paragraph
Sentence
Word
Part
Source Frey, N., Fisher, D. (in press). Common
Core State Standards in Literacy (Grades 9-12).
Bloomington, IN Solution Tree.
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Use effective questioning techniques with all
types
Wait time (I II) Repeat their answers to
solicit more information Rephrase when the
student is confused Prepare key questions in
advance LISTEN
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In what ways does this teacher check for
understanding?
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Checking for Understanding with Clickers
Video available at YouTubes FisherandFrey Channel
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In what ways does this teacher check for
understanding?
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Using Writing to Check for Understanding
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Writing
GIST Summary RAFT Writing Crystal Ball Writing
Prompts
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Generative Sentences
What are Comon Grammar Errors English Learners
Make?

• Given a word and conditions about the placement
  of the word, write a sentence
• Forces attention to grammar and word meaning
• Use student examples for editing

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Volcanoes in the 4th Position
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Volcanoes in the 4th Position
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Try these . . .
Word Position Length
cell 3rd gt 6


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Try these . . .
Word Position Length
cell 3rd gt 6
Because 1st lt 10

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Try these . . .
Word Position Length
cell 3rd gt 6
Because 1st lt 10
Constitution last 10
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Expanding a Generative Sentence
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Using Projects and Performances to Check for
Understanding
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(No Transcript)
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What methods do you find to be especially
successful for checking for understanding?
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Feedback
How am I doing?
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Feedback should cause thinking.
Wiliam, 2011, p. 127
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Make feedback useful
Timely Specific Understandable Actionable
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Feedback about the task
Youre pointing to the right one.
Most common type Corrective feedback Not useful
without additional information
Youll want a transition between these two
ideas in your paper.
Reread Section 3 of the text because you have
this one wrong.
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Feedback about the processing of the task
Did you use the FOIL method to solve
that problem?
It seems like a prediction might help here,
right?
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Feedback about self-regulation
When you put your head down, you stopped
listening to your group members.
I think you achieved what you set out to
achieve, right?
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Feedback about the self as a person
You have great stamina because I can see Youve
been working on this for several minutes.
I bet youre proud of yourself because you used
that strategy Weve been talking about, and
its working for you.
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Reflection
How do they act upon it?
How do your students receive feedback?

• What do teachers need to know
• about feedback?

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Feed forward
Where to next?
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Feeding forward involves
Using what students know, and do not know, to
determine what happens next.
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Work smarter not harder.
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Know the difference between a mistake and an
error..
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Know the difference between a mistake and an
error..

• Factual errors
• Procedural errors
• Transformation errors
• Misconceptions

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Identify and catalog errors.
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Recognize when errors are global, and when they
are targeted.

• Whole class
• Small group
• Individual

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Algebra 2
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English 10
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World History
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US History
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A Protocol for Common Assessments

• Step 1 Develop pacing guides
• Step 2 Agree on instructional materials
• Step 3 Administer common assessment
• Step 4 Consensus scoring and item analysis
• Step 5 Revise pacing guides, review assessments,
  reteach, form intervention groups

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Item Analysis in Science
a) It gets its food from the soil. Misconception Does not understand that nutrients are manufactured internally by the plant.
b) It turns water and air into sugar. Oversimplification Understands that food is manufactured internally, but does not understand that water and the carbon dioxide (from the air) are used to make sugar and oxygen.
c) It has chlorophyll to produce food. Overgeneralization Does not understand that some parasitic plants do not contain chlorophyll.
d) It adds biomass through photosynthesis. Correct answer
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The Takeaway
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Teamwork
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Taking Formative Assessment School-wide

• Everyone Introduction (p. 64)
• Divide Steps 1-4 (pp.64-66)
• Half read Genetics Knowledge
• Half read Pursuing Mastery in History
• Everyone Fruits of Precision Teaching (pp. 66-67)

How will you link this afternoons work with this
process?
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A Shift in Planning

• I used to do a lot of explaining
• I used to do a lot of talking
• I used to think about teaching the curriculum

• I do a lot of
• I do a lot of
• I think about
• teaching the

questioning
listening
student
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Quality Teaching through GRR
Competencies and Standards-based Grading for
Targeted Learning
Feed-up, CfU, Feedback, Feed-forward
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Thank you!
PPT _at_ www.fisherandfrey.com, click on Resources