Feed-up, Feedback, and Feed-Forward

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Feed-up, Feedback, and Feed-Forward

• Doug Fisher and Nancy Frey
• http//www.fisherandfrey.com

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Ill go back to school and learn more about the
brain!
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400 page textbook
Somites are blocks of dorsal mesodermal cells
adjacent to the notochord during vertebrate
organogenesis. Improved vascular definition
in radiographs of the arterial phase or of the
venous phase can be procured by a process of
subtraction whereby positive and negative
images of the overlying skull are superimposed
on one another.
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I dont know how youre going to learn this, but
its on the test.
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Quick, build background!
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Expand understanding through reading
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Reading increasingly difficult texts
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Read non-traditional texts

• To date, over 100 YouTube videos!
• PBS (The Secret Life of the Brain)
• Internet quiz sites about neuroanatomy
• Talking with peers and others interested in the
  brain

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But, the midterm comes
17 pages, single spaced
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Besides some Neuroanatomy, what did I learn?
Quality instruction is important, but isnt enough
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Besides some Neuroanatomy, what did I learn?
Learners need a formative assessment system
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The teacher needed to

• Establish learning goals
• Check for understanding
• Provide feedback
• Align future instruction with student performance

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Todays Purposes
Consider a formative assessment system that feeds
information up, back, and forward Link
formative assessment to quality
instruction Examine leadership qualities
necessary for this effort Discuss these concepts
with professional colleagues
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Feed up Where am I going? Feed back How am I
going? Feed forward Where to next?
Hattie Timperley, 2007
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• Feed up establishing purpose
• Check for understanding daily monitoring
• Feed back providing information about success
  and needs
• Feed forward using performance for next steps
  instruction and feeding this into an
  instructional model

Fisher Frey, 2009
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Feedback is not enough
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Think about a time when you got feedback, but no
direction.
Confused?
Frustrated?
Gave up altogether?
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Students do the same thing with anchorless
feedback
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Unless instruction and formative assessment are
linked
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Link formative assessment to quality
instruction
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
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Feed Up
Establishing Purpose Why are we doing this
anyway?
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Two Components
Language Purpose
Content Purpose
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What is a content purpose?

• An analysis of the content standard
• Focuses on what can be accomplished toward the
  grade-level standard TODAY (in other words, its
  not the standard)
• Is a learning goal, not an activity (can be
  written as a goal or objective)

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What is a language purpose?

• An analysis of the language demands of the task
• An understanding of the way students demonstrate
  their thinking through spoken or written language

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The same content objective can have many
different language purposes

• CO Identify the phases of the moon.
• LP 1 Name the phases of the moon. (vocabulary)
• LP 2 Use sequence words (first, next, last) to
  describe the phases of the moon. (structure)
• LP 3 Explain how the moon, earth, and sun move
  through the phases. (function)

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ELD Lesson

• C Use past tense verbs (regular and irregular)
  (e.g., did, ate, went) related to family
  celebrations.
• L Apply language frame (What did your ___ do on
  ____?) in conversation lines and then write
  three original sentences in response to the frame.

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Small Group Discussion

• Please choose a discussion starter
• How do you know when youve done a great job
  establishing purpose? How do you know when you
  havent?
• How do you establish purpose in your class? When?
  How often?
• What do you ask students about their
  understanding of the lessons purpose?
• Whats your secret to establishing purpose?

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Check for Understanding How am I doing?
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How often do you do this?

• Everybody got that?
• Any questions?
• Does that make sense?
• OK?

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• Oral language
• Questioning
• Written language
• Projects and performance
• Tests
• Common assessments and
• consensus scoring

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Retellings

• Oral to Oral listens to a selection and retells
  it orally
• Oral to Written listens to a selection and
  retells it in writing
• Oral to Video listens to a selection and creates
  an I-movie
• Reading to Oral reads a selection and retells it
  orally
• Reading to Written reads a selection and retells
  it in writing
• Reading to Video reads a selection and creates an
  I-movie
• Viewing to Oral views a film and retells it
  orally
• Viewing to Written views a film and retells it in
  writing (summary)
• Viewing to Video views a film and creates an
  I-movie

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Retelling in Math

• 1. Identify what the problem is asking.
• 2. Locate relevant and irrelevant information.
• 3. Estimate the answer.
• 4. Define the procedure.
• 5. Follow the sequence of the procedure.
• 6. Describe problem-solving steps.
• 7. Identify answer and if that answer is
  reasonable.

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Original price of a microphone 129.99. The tax
is 7. What is the total price you have to pay
for this?
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Wendy says

• So, the problem is asking me how much I have to
  pay for this mic. The information I know is the
  price and how much tax they make you pay. I think
  it has to be more than 129, like maybe 150,
  because the tax is on top of the price. I have
  to add the tax to the price. But I have to find
  out how much the tax is. I think you multiply.
  So I did 129.99 times 7, but that is 909 and
  that is too much for the microphone. The answer
  isnt reasonable. But I dont know why it didnt
  work.

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So, the problem is asking me how much I have to
pay for this mic. The information I know is the
price and how much tax they make you pay. I think
it has to be more than 129, like maybe 150,
because the tax is on top of the price. I have
to add the tax to the price. But I have to find
out how much the tax is. I think you multiply.
So I did 129.99 times 7, but that is 909 and
that is too much for the microphone. The answer
isnt reasonable. But I dont know why it didnt
work.
What does Wendy know? What doesnt she know? What
do you do next?
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Questioning Habits of Teachers

• Dominated by Initiate-Respond-Evaluate cycles
• T How do you calculate momentum? (Initiate)
• S You multiply mass times velocity. (Respond)
• T Good. (Evaluate). What is the law of
  conservation of momentum? (Initiate)

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85 of novice teachers questions are
recognition and recall
Tienken, Goldberg, DiRocco, 2009
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Elicitation Elaboration Clarifying Inventive Diver
gent Heuristic
6 Types
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Elicitation
draws on information that has already been taught
5 Ws
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Elaboration
solicit their reasoning
Why do you think so?
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Clarifying
extend thinking by asking for an example or
evidence
Can you show me where you found that
information?
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Inventive
To stimulate imaginative thought
Who would you recommend this book to?
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Divergent
requires the learner to use both previously
taught and new information
Why is water blue in a lake but clear in a
glass?
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Heuristic
Engages them in informal problem solving
How do you know when youve run out of ways to
answer that question?
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Use Blooms to develop questions
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Writing
GIST Summary RAFT Writing Crystal Ball Writing
Prompts
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(No Transcript)
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R A human being, maybe you A Other
humans F Free verse poem T Buying happiness
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Mitchs Poem
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Use checklists to keep writing projects on track
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Conversation Roundtable
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Use the Conversation Roundtable List 3 other
ways you check for understanding Share with 3
partners List their ideas on your paper
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Feed back
How am I going?
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Feed-bad
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Mismatch between feedback and core beliefs
Teachers pay most attention to language form, but
believe theres more to good writing than
accuracy.
Lee, 2009
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Mismatch between feedback and core beliefs
Teachers use error codes although they think
students Have limited ability to decipher them.
Lee, 2009
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Mismatch between feedback and core beliefs
Teachers respond mainly to student weaknesses
even though they believe feedback should include
both strengths and weaknesses.
Lee, 2009
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Making feedback useful
Timely Specific Understandable Actionable
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Feedback about the task
Youre pointing to the right one.
Most common type Corrective feedback Not useful
without additional information
Youll want a transition between these two
ideas in your paper.
Reread Section 3 of the text because you have
this one wrong.
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Feedback about the processing of the task
Did you use the FOIL method to solve
that problem?
It seems like a prediction might help here,
right?
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Feedback about self-regulation
When you put your Head down, you stopped
listening to your group members.
I think you achieved what you set out to
achieve, right?
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Feedback about the self as a person
You have great stamina Because I can see Youve
been working on this for several minutes.
I bet youre proud of yourself because you used
that strategy weve been talking about, and
its working for you.
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Structure the feedback for effectiveness
Begin with a description of performance.
Follow with guidelines of what to continue doing,
or to change.
End with encouragement to persist.
Zwiers, 2008
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How do you use feedback to improve student
performance? When does it work, and when doesnt
it?
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Feed forward
Where to next?
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Feeding forward involves
Misconception analysis Error analysis Error
coding
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How do plants grow? Where does the mass come
from?
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Error Analysis

• To align instructional practice
• To analyze student work
• To make instructional decisions

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Miscue analysis and running records
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Item Analysis in Science
a) It gets its food from the soil. Misconception Does not understand that nutrients are manufactured internally by the plant.
b) It turns water and air into sugar. Oversimplification Understands that food is manufactured internally, but does not understand that water and the carbon dioxide (from the air) are used to make sugar and oxygen.
c) It has chlorophyll to produce food. Overgeneralization Does not understand that some parasitic plants do not contain chlorophyll.
d) It adds biomass through photosynthesis. Correct answer
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Error Coding
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Leading the Effort
What are the leadership behaviors that support
the development of a feed up/feedback/feed
forward system?
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Develop quality indicators Foster the
development of a gradual release of
responsibility model of instruction Use these
processes to differentiate instruction
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http//www.fisherandfrey.com