Category Archives: feedback

Reflecting on Formative Assessments

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Every Story has a Graph / Target Quiz

Earlier this week, I gave a short Target Quiz – just one big idea.Students were given three scenarios and asked to create a graph to model the situation.  Out of the class, there were 4 students I felt I needed to pull over to the side for some one on one time.  I found they were often drawing the “shape” of what was happening rather than comparing the distance from home to time.

tom hill

The one most missed had Tom walking up a hill, quickly across the top, then ran down the other side.  Yes, most kids draw the shape of the hill.  As opposed to the distance continuing to increase as he ran down the other side.

Whiteboarding Examples / Non-examples

The second Target Quiz was on whiteboards – students had to create an example of a graph, set of ordered pairs and a table of values with a function and not a function in each example.

tq3 fun

I laughed as one table was begging me to give “real quiz” and take a grade because they knew that they knew!!  As I walked around the room, observing, asking questions – there were 3 students with some minor mistakes and 3 who were really struggling.  Upon questioning, they were able to identify when the example was given, but unable to create examples on their own.  With some “funneling”  – they were able to get examples of each, but I have them * to keep an eye on and requiz next week.

Deltamath Practice – immediate feedback from tech;

Teacher observation & questioning

We had a very brief introduction to writing domain and range of graphs in interval notation.  We spent some time in the computer lab today practicing this on deltamath.com.   I appreciate the immediate feedback they are able to see if they miss the question.  Also, how he has programmed the many different options for defining domain and range.

dom ran

Many misconceptions were cleared as we learned whether to use the endpoints or extreme values (if they were not the same).  There was discussion about the open circles and closed circles and which inequality symbols were correct to use and when.  And yes, a few realized they were mixing up the x and y for domain or range.  I look forward to practicing this skill Monday after their experiences today.

Desmos Activity – Inequalities on a Number Line – Matching Tasks

For my other class, we will be solving and graphing inequalities next week.  So while in the lab today, we worked on Desmos – Inequalities on a Number Line and Compound Inequalities.  The first task was a good review and learning opportunity for the direction of the symbols.  I still had some students exchanging those up.  Most were correct in open versus closed circles and what that meant in symbol terms.  Though I did not make it to all of the students in the second task – I was trying to catch students on the two sorting pages of the first activity as they were going through.  For some it was as simple as a brief discussion about why one was the correct choice and comparing it to their wrong match.  There are about 4 students still having troubles on the first task.  And several have not completed the last task.

I feel like looking at their responses, I can use their examples as discussion pieces while we are looking at our notes next week.

I almost feel like there were not as many issues in the second task.  However, I still have several that have not completed them yet.  But I feel like using live examples from their work and discussing maybe two stars and a wish they would have for each student – may help them steer away from making their own mistakes.

I love the real time feedback I get as a teacher and how I am able to grab kids before they move on too far and help erase some of their thinking and replaced it with correct ideas immediately.

Someday – I’ll get to have a classroom lab… I hope.  Until then, we will keep on doing what we can.

 

January #MTBoSblog18 – Formative Assessment Strategies

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From Jennifer Fairbanks…

Happy Day – Our 1st one of 2018! Join us and blog today! Share anything you want! When you blog, tweet out the link.

Join us as we all blog on the same day – the 18th of each month!  Blog about anything.  Write at any time.  #Pushsend on the 18th.  Then, we will all have a plethora of good things to read.  We can use Twitter and the hashtag #MTBoSBlog18 to encourage and remind people to blog.  If you are interested, record your name and Twitter Handle, areas of interest/teaching/coaching, and a link to your blog’s website.  Don’t have a blog? 2018 is as good a time as any to start.  Take a risk and dive in! Or, read and add comments!

Hmmmm.  WElllll.  Okkkkkkk.  What do I blog about?  Here goes…

Our schoolwide focus this spring is on revisiting what we know about good formative assessment and putting it into practice.  Eventually, we will be encouraged to ensure we are utilizing the practice of PA on a daily basis – for those not already doing it.  After speaking with our SLC, we thought it would be a good use of time for our department virtual PLC – on our NTI (aka Snow Day) – to work on ensuring that each learning target in an upcoming unit has a quality FA in place.  And if not or if it really doesn’t measure what the target is intending, then plan a better one!

As we began building the document for Algebra I unit on Functions, I was reminded of so many great strategies  learned through the years and new strategies shared by others.  Most of these have been learned through trial and error, they didn’t “just happen.”  When trying new things, sometimes you need take NIKE’s advice and Just Do It!  See what happens, reflect and try it again!  So here is a list of a few things we ran across while working this morning:

  • Every Graph Has a Story

    When given a graph with no labels, numbers, etc. – can students devise a story that will related key features of the graph to the context of the story?

Here is @heather_kohn’s Ambiguous Sports Graph sports graph

  • Thumbs Up, Thumbs Down

Was reminded of this one by my colleague.  Basically, you can pose a question to the entire class, then ask for a Thumbs Up or Thumbs Down as to if it is true/false, example/noonexample, linear/nonlinear, function/not a function

  • Green Pens –

    I am super excited that my green pens arrived today!  I plan to use Amy’s idea for Bell Work, but integrate into independent practice time.  Students will have a brief practice page – when one finishes, I will check – if all good, they will receive a green pen and help me mark other papers.  After I have 3 or 4 Green Pen Helpers, I will have time to visit each table group for one-on-one help.

 

  • Give One, Get One –

    I believe the first time I ever used this was out of a Kagan book in Geometry.  In this unit, I plan to give students graphs of functions.  Before we begin, I will ask them to list 3 things they notice about the graph.  They will then have 4 or 5 True/False statements to respond to.  Here’s the GO-GO:  They will write one more True statement about the graph, then go visit someone else across the room, sharing / discussing their true statement, and receiving/discussing/recording their friend’s new statement.

 

  • White Boards & Summary Notes

    Individual to practice writing inverse function equations.  Nothing new here, I give them the function, they practice rewriting the inverse on the whiteboard, I walk around the room observing and noting…  Then I will address any common errors I see.  After reading this tweet:

debrief notes

and a discussion a few weeks ago with @druinok about student notes from the teacher – I was reminded…  we will discuss big ideas we noticed in our white boarding, then turn to our INBs and generate our own Summary Notes.  Since these are 9th graders, I will likely give them a few unworked Functions / Inverse examples to help them get started.  Once they have completed their Summary Notes, there will be some time later for independent practice.  Maybe even pull out those green pens again!

  •  Open Sort & Card Matching –

Years ago, I was taught about open sorts from a colleague who had attended John Antonetti training.  I plan to use this structure by giving students cards with several types of graphs, in the discussion with their noticing and sorting and support of reasoning – I am anticipating something coming up about dotted / point graphs and connected graphs.  In the debriefing of the sorting task, this will allow me to introduce / review the idea of discrete vs. continuous graphs.

The second part of this sort will be to place those cards inside the ziploc bag and get the other color cards out.  These cards will have various domains and ranges listed.  Again, in the discussion of their reasoning for their sorts and debriefing of the task,  I am anticipating someone sorting based on listed numbers vs. intervals, which will allow me to make the connection between the different notations for domain and range.

Finally, the matching task will be for students to match the correct domain and range to the correct function graph.  The best way for FA assessment to happen here – is to walk around, listen/observe and ask questions, never telling them, but helping them think on their own.

After some practice and discussion, I feel like this might be another great spot to have students create their own Summary Notes of the ideas shared / discussed.

  • 2-Minute Assessment Grid

Goodness, this may be one of my favorite student reflections.  You can read about it here.  You can copy the grid and have students fill it in.  However, I like creating a large grid on my board and giving students 4 sticky notes on which to respond.  Basically Students are asked to tell ! Something they want to remember.  ? A question they still have.  @ An A-ah – lightbulb moment and + One improvement they can still make / need ot study.

  • Class Closer Reflection

An easy, quick one sentence reflection – have students choose one of these sentence starters and complete it…  Something I’ve learned,…, Something I realized….  OR Something was reminded was of…

Follow-Up Action is what matters most.

As with any FA – its not about the strategies – they only provide a vehicle for the information you get from student learning.  What happens next is very dependent on what information you receive.  In class strategies, you must be present, listening, allow yourself a few seconds to think through their responses / questions before responding to them with a question.  With reflections, exit tickets, target quizzes, we have the opportunity to filter through all of their responses, looking for commonalities and misconceptions – that will help us plan our next actions.  Do we need to address with the entire class?  Are there a handful we need to pull to the side while others are completing bellwork the next day?  Is everyone on the right track and ready to move forward?

Feedback with Flair #greenpens

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In recent weeks, I have been re-reading Wiliam & LEahy’s Embedding Formative Assessment.  @druinok has shared that ASCD Express had many articles on Feedback in the most recent issue.  Somewhere in the reading / discussion, I recalled hearing about a green pen.  Who was it?  Almost immediately, @druinok shared a link, which led to other’s posts as well.

From Amy Gruen over at Square Root of Negative One…  a progression of her posts as her use of green pens evolved…

Green Stars, 2010

Bell Work Bliss Gone Bad 2011

Green Pen is the New High Five 2012

Giving Immediate Feedback without Breaking a Sweat  2015

And from Simplifying Radicals

Amy mentions Frank’s Orange Pens… in one of the posts.  My colleague and I have a similar system set up with our semester long spiraling Equations & INequalities Units.  You can read about it here.  I have everything updated and ready to begin next Monday for the Spring Semester!

Yes – this was the idea I was looking for – I believe it was @marybourassa who shared they use a pen on quizzes / assessments when giving students support, this way she knows who / how much she has given input.  I have tried this on several occasions and love that it feels like I have annotated our conversation right on the student’s paper.  AND  I can quickly see what the student did with our conversation as well.

Sometimes bellwork seems so, uh, I don’t know – useless.  Students wait on me to give the answers and just copy it down.  This way – I work with 4 or 5 students up front, then they become the teacher.  I can be available to those who are really struggling.

I have done this strategy before in my senior class last year.  It was pretty successful for the most part.  Yes, there are a couple of students I had to keep an eye on – but isn’t that sometimes the case?  I really have no idea why I’ve never carried it over to my Algebra I.

Well, guess what?  My green pens are ordered.

green flair

I’ll let you know how it goes!  And yes, I did order the Flair!  #feedbackwithflair

 

Reflecting on Feedback

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lightbulb

Funny how things kind of pile on to hit you in the face!  @druinok and I are revisiting Wiliam & Leahy’s Embedding Formative Assessment;  The current issue of ASCD Express is filled with articles focused on feedback and our first day back with faculty this semester- we had a PLC about Formative Assessment & Feedback.  Though this post was more about success criteria – there are several comments concerning feedback.

Chapter 5 in EFA2 was a bit frustrating.  Initially it felt like it was saying so much of the research on feedback was not useful…for several reasons.  But as I read and later watched this presentation (while sansone walking for my cardio!) – there were some big ideas that stuck out to me…well, hit me in the face.

How when done incorrectly, feedback can have a negative influence on learners.  Some things were obvious, but others were definitely worth noting.

How we should not be expected to give thorough feedback on every single thing.  He suggested the 25% idea.  25% of the work is self-assessed, 25% of the work is peer assessed, 25% of the work is skimmed by teacher, 25% of the work received thorough feedback.  Hmmm.  This feels doable.  I have felt so overwhelmed at times in recent years.  And I also wondered if by giving too much written feedback, does it become common and expected, therefore losing some of its ability to drive student achievement forward?

The article we read during our first day back AND Wiliam in this book both said without any follow-up action, formative assessment is essentially useless.  The article said – “it is not fair to students to present them with feedback and never give them the opportunity to use it.”  In his book, he said, IF its important enough for students to use the feedback, then you must find the time to allow them to do it in class.  Ouch.  But when?  We can’t possibly get everything in!!!

This is the pie in my face.  As I was planning the FALs for my classes, I realized – that giving students feedback on their pre-assessments…being intentional with the wording, expecting them to do something with it…either answer a question, extend a pattern, redo a part of the problem, look at a specific piece of their work, sketch a new picture…

Oh my goodness.  That’s it!  When we pass back the pre-assessments… usually a few common things happen…

  1.  The student is given a few minutes to revisit their work and read the feedback, then attempt to use the feedback and make their response better..  then
  2.   The student is paired or in a small group and they all use their feedback to create a group response to the task.  OR
  3.   After the lesson, students are given an opportunity to revisit the initial task and/or a similar but different task.  I usually copy these front/back – this allows me to flip over and see their initial work, feedback and see if they were able to clarify misconceptions and correct mistakes.

How might I use this idea to implement into my other tasks/lessons?  The time to “ACT ON the FEEDBACK” was embedded into the lesson.  Lightbulb!