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Appie session,April,2014, Rupert


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A lesson sequence focusing on the shift to more AFL and enhanced reporting out. Latter based on Cameron and Gregory's "Rethinking Letter Grades".

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Appie session,April,2014, Rupert

  1. 1. A Lesson Sequence The  Appie  Session   Tuesday,  April  15,  2014   Prince  Rupert   Faye  Brownlie  
  2. 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. 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. 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. 5. Feedback is NOT advice. Feedback is NOT value judgments. Feedback is description of actions toward a goal.
  6. 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. 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. 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. 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.