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Models, Critique & Feedback

Session 5, May 2014 NTI

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Learning Targets

• I can explain how to effectively engage students in the analysis of models, critique protocols, and feedback sessions to ensure that they create high quality work.

Agenda

• Critique Session

• Descriptive Feedback

• Jigsaw of these practices

• Analyzing Student Work

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Task

• Sort the strips into two piles: Descriptive Feedback Non-descriptive Feedback

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Key

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Task 2

• Choose a couple strips of non-descriptive feedback.

• Revise them to make them effective and descriptive – independentlyDescriptive Feedback is… Related to targets Specific/ClearCue for next step

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Crafting Feedback for Peers

• Review your classmate’s work “xxxx” on page xxx in binder.

• Craft a piece of descriptive feedback for this him/her.

Write this down on paper for your partner so they have it for revisions.

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Critique Protocol

• Norms for critique: Be specific Be kind Be helpful

• Trade with a partner

• Read & Give descriptive feedback that is… Related to learning targets/rubric Specific/Clear Cue for next steps

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Just completed…

• Most of a cycle: Models (feedback strips), critique (with partner) Students would revise based on peer critique Next would be feedback from the teacher

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Effective Descriptive Feedback

• Should be specific to how to improve performance.

• Should be timely.

• Should be based on data.

• Should be relevant to the students and their goals.

• Should be clear and concise.

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Ineffective Descriptive Feedback

• Irrelevant

• General

• Delayed

• Overwhelming

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To keep in mind…….•“It is neither the presence nor amount of feedback that increases learning; it is the direct connection to achievement targets that makes the difference.”

(Atkin, Black, and Coffey 2001)

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Descriptive Feedback Starter Stems

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Student-Engaged Assessment

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Video Viewing

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• How are the practices you identify similar or different to your current practices with descriptive feedback?

• What would be the right just next step for you and your students?

Jigsaw

• Organize into groups of 4 (home base)

• Review the protocol

• Locate the Jigsaw recording form

• Choose an excerpt to become an expert on

• Read and take notes

• Get with others who read the same text

• Go back to your home base group

• Share Facilitator will keep time throughout

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Student-Engaged Assessment

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Analyze the Lessons

• Review the lessons you experienced in session 3 or 3A (5 min).

• Locate all models, critique, and feedback components.

• Discuss in pairs: Are there changes you would need to make for

your students? Why or why not?

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Student Work Samples• Task: review the 3 samples of student work

individually.

• Especially pay attention to the difference between draft one and the final draft.

• Then, look at each step of the process. How did each step support the student’s learning and the quality of the work?

• Are there additional steps you would have added?What would they be and why?

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Synthesis

• Complete this sentence.

• To effectively engage students in the analysis of models, critique protocols, and feedback to produce high quality work, teachers must…

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