models, critique & feedback
DESCRIPTION
Models, Critique & Feedback. Session 5, May 2014 NTI. 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 - PowerPoint PPT PresentationTRANSCRIPT
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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.
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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?
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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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