CW Magazine-Winter Edition November 2014

Learning Objectives  Understand the role of feedback and its impact on student learning and achievement.  Recognize the levels of feedback.  Gain strategies for effective feedback implementation.  See assessments as feedback about teaching.  Consider the role of trust as a prerequisite to giving feedback to students and seeking feedback from students. Practice Profile Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential component: Commitment to the success of all students and to improving the quality of instruction. Feed bac k Essential Function 1 2 Feedback is clear. Feedback provides for students to be active participants in their learning. Exemplary proficiency Ideal Implementation Proficient All of the following occur: The teacher feedback to students is clearly aligned with the learning goal and success criteria. The feedback consistently provides clues, hints or suggestions to students about what they can do to progress from their current learning status toward the desired learning goal. The feedback answers the three questions: Where am I going? How am I going? Where to next? 2 of the 3 criteria occur. Extended feedback loops are used to support students’ elaboration and to have students contribute to extended conversations. Classroom discourse is characterized by the consistent use of feedback/probes that encourage deeper/ more meaningful exploration of ideas. Close to Proficient (Skill is emerging, but not yet to ideal proficiency. Coaching is recommended.) Far from Proficient (Follow-up professional development and coaching is critical.) 1 of the 3 criteria occur. None of the criteria occur. There are occasional feedback loops, although they are short and often end abruptly and do not allow a full ex ܘ][ۈوYX\[

CW Magazine-Winter Edition November 2014 | Page 35