This document outlines steps in a lesson sequence on providing feedback. It discusses how feedback should be descriptive rather than evaluative, and focuses on helping students improve toward learning goals. The document emphasizes that the most powerful feedback comes from students to teachers. Teachers are encouraged to have students analyze examples to understand feedback concepts and potentially apply them to another subject area.

1. A Lesson Sequence
The
Appie
Session
Tuesday,
April
15,
2014
Prince
Rupert
Faye
Brownlie
www.slideshare.net

2. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecRve
than
wriSen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

3. Feedback is information
about how we are doing in
our efforts to reach a goal.
‘Seven
Keys
to
EffecRve
Feedback”
in
EL,
Sept
2012
-­‐
Grant
Wiggins

4. 2 kinds of feedback
• Observable
effects
(self)
– You
can
choose
what
you
get/give
• From
other
people
– No
choice
– Different
set
of
eyes;
hope
there’s
a
match

5. Feedback is NOT advice.
Feedback is NOT value
judgments.
Feedback is description of
actions toward a goal.

6. • Choose
1
of
the
3
statements
– Why
did
you
choose
this
one?
– How
does
this
relate
to
your
teaching?
– What
do
you
wonder/worry
about
concerning
this
statement?

7. • “Numbers
do
not
take
the
place
of
teacher’s
professional
judgment.”
• Cameron
&
Gregory
• “…no
research
supports
the
idea
that
low
grades
prompt
students
to
try
harder.
More
oeen,
low
grades
prompt
students
to
withdraw
from
learning…”
• Guskey
• “…much
of
what
is
done
in
the
name
of
assessment
may
be
effecRve
for
grade
books
–
but
for
learning,
it
does
nothing.”
• Black
&
Wiliam

8. • Read
the
arRcle.
• Fill
in
these
3
quadrants:
Write
a
key
word
for
each
step.
Summarize
the
steps
in
the
math
example.
Write
quesRons
you
have
about
the
process.

9. • Meet
in
a
team
of
4.
• Discuss
the
arRcle,
using
your
notes
as
a
kick-­‐
off.
• 4th
quadrant:
as
a
team,
try
1
of:
– Answer
the
quesRon
‘so
what?’
– Consider
a
‘next
step’.
– Try
1
big
idea
in
another
subject.
Include
levels
of
descripRon
and
samples
of
evidence.