Feedback to Improve Learning

My life as an amateur photographer began when I received a Kodak Brownie Hawkeye Camera for my 10^th birthday. Since that time, I’ve taken thousands of  snapshots of any number of subjects.  As time  passed, I retired the Brownie Hawkeye and purchased progressively more sophisticated equipment and ultimately made the switch from shooting film to digital capture.   While my skills as a photographer grew, I wasn’t producing the quality of image I aspired to. I decided to take my skills to the next level by first enrolling in classes and subsequently in a photography certificate program.  

After the first few series of classes, I experienced what I considered to be better than expected growth.  As an educator and a learner I started to reflect on what triggered such rapid change.  I realized that at every photo class I was required to submit images that were critiqued by kind and supportive instructors.  They made positive comments about even the weakest image, and gave specific suggestions on how to make stronger images.  By receiving student-friendly feedback and applying the instructor's recommendations to my next photo shoot, my images started to improve dramatically!

As a result of taking photos classes, I became extremely interested in the power of feedback in school classrooms.  Wikipedia defines feedback as “a process of sharing observations, concerns and suggestions between persons with the intention of improving performance. " As I dug deeper into the research, I found there are a number of critical components to giving effective feedback.  While students need to know what they are doing correctly and incorrectly, simply checking incorrect responses can actually cause a drop performance.  It’s been shown that feedback is the most effective when it gives the student information on what they did correctly, rather than identifying errors.  According to researcher Robert Marzano,  giving feedback can actually increase student performance by over 20%.  And here’s another interesting fact, praise for task performance appears to be ineffective mainly because it offers the student little or no information on how to improve performance.

Feedback works best when it’s goal specific.  When students know the lesson's goal , it makes the learning process more transparent.  By using the SWBAT Strategy or a Students Will Be Able To statements, they become aware of what's going to be taught.  Here's an example of a SWBAT statement: Students Will Be Able To  identify the differences between rural and urban environments.  The teacher will say and write the lesson goal on the board and students will repeat it.  At this point in the lesson,  the stage is set for engaging instruction supported by tangible teacher feedback.  The feedback provides students with a compass to stay the course or  change direction to better achieve the learning goal.  Feedback involves no praise, no blame, no value judgment, just helpful information to improve achievement.

Timeliness is critical when giving feedback.  Students should receive feedback as close to the learning event as possible while instruction is still fresh in their minds.  The best feedback is detailed and so tangible that anyone who is working on that goal could learn from it. In situations where an assignment is returned a week or two later with “Good Job” or “You Can Do Better!” written on the top of the page, no feedback is actually given because no specific information is provided for improving performance.

Involving student in the feedback process helps them develop the ability to become meta-cognitive and self-evaluative.  Using a rubric along with peer-evaluation can be very powerful, especially with project based learning activities.  Students give feedback to peers on what’s working and make suggestions for improvement.  I’ve observed this process in a 5^th grade writer’s workshop.  Students critiqued peers writing samples with specific comments about what worked well and offered consideration for improvement.  The 5th graders reported that they found the process to be helpful for both the writer and the peer.  To see a lesson with a combination of teacher and peer feedback watch the Teacher Channel video entitled Creative Process: Learning from Feedback.  In the video the teacher used a simplified creative process graphic.  If interested, here’s the Creative Process Chart used in the video. 

The book Visible Learning for Teachers: Maximizing Impact on Learning (Hatti 2012) states that teachers need to ask themselves three important feedback questions to create a blueprint for improved performance:
1) Where am I going and what progress is being made to reach the goals? 
2) How am I going to get there and what progress is being made by students in achieving the goals?
3) Where to next?  What’s the next progression in the learning continuum?  

To summarize, teacher feedback has the power to create an achievement centered classroom climate where students are able to take risks and celebrate their own improved performance!

Fun Links:
Sara S shared the link to classroom website.  Her classroom looks like a busy and engaging place!  www.mssniders4thgrade.weebly.com

What is a teacher?  I'll tell you: it isn't someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.           ~Paulo Coelho

                                

Making the Most of Parent Teacher Conferences

    

     Crimson and gold leafed trees remind me that parent teacher conferences are just around the corner.  In fact, I read that last week that the Obama's attended conferences at their daughters' Washington, D. C. school.  Parent teacher conferences are a traditional and vital part of home-school communications and may actually be the only time teachers meet some of their student’s parents.  

     Parents and teacher most likely come together with common conference goals.  It's universal that both parties want to maximizing their student’s ability to learn and have a successful academic experience.  The teacher can set the tone for a positive conference by starting the conference with a genuinely warm comment about each student. When parents know that their child is respected and appreciated,  they are more open to discuss their child's strengths and growth areas.  

     It’s important that parents are active participants in the the process.  Getting parents to school can often be challenging, but with a little creative effort on the teacher's part, all parents can be brought to the conference table.  Some parents have little flexibility over their  work schedules and as a result,  they may not be able to get to school on conference day.  If a parent can’t attend at the designated time or date, accommodate them by scheduling a conference before or after school hours or by phone.  Although schools sends out a formal conference form and reminders,  it’s an added touch for the teacher to send home her own letter telling parents that she's looking forward to meeting them and is anxious to share their child's progress.  Some parents didn't have positive school memories and a trip to the schoolhouse can be very intimidating! A personal and  warm invitation can often be an incentive for them to attend.  Because daily schedules are so jam packed,  a reminder of the meeting date and time is always helpful.  And, don't forget that some parents need translation services to make the conference a productive experience.  Often teacher assistants or relatives can help. 

     Conference time is very limited!  It would be ideal if the meetings lasted twenty minutes, but the reality is that most conferences are ten minutes or less.  Set up your classroom to efficiently facilitate the experience.  If you are a primary teacher, you sit on child-sized chairs all the time; however,  parents aren't accustomed to that.  If at all possible, provide adult sized chairs for you and the parents.  Sitting across the table from parents puts the teacher in a power or authoritarian position and does not foster open communication.  Sit next to the parent or at the side of the table for a more welcoming stance.  

     Provide paper and pens for parent’s use, have your conference schedule, a stack of folders filed by date, conference time, and student name so you're ready for each conference without having to shuffle materials.  While it’s tempting to be the star of the conference, consider starting by asking the parents what questions they have.  You might say, “Since conference time is so short, let’s start with any questions you have?”  As the parents asks their questions, you’ll probably be able to interject what's on your agenda within that context.   If parents have no questions, then proceed with the planned agenda.  Setting a timer or your cell phone alarm will help keep you on schedule without having to constantly look at the clock. The auditory alarm will help you end the conference in a polite and timely manner. 

     Avoid educational argon in your discussion!  Parents will probably give you a blank stare if you talk about CBMs, NWEA MAP, Dibels, fluency snapshots, exit slips, PARCC, etc.  When discussing these items, explain exactly what you are talking about in easy to understand layman terms.  The same is true for standardized test scores, too.  Translate scores into understandable terms. If you're not sure how to do that, practice explaining test scores to non-educator friends until you master the skill!   There’s no need to talk down to parents, just use language that's familiar to them.  Remember, the ultimate goal is to create a positive and highly academic learning experience for the students with the parents as valuable partners.  When parents are aware of what's happening, they'll be better able to help.

     Don't let parents leave empty handed!  Send them home with some useful resources.  Give them lists of upcoming units and project due dates, information to help them understand NWEA MAP scores, a handout about the new state test, student's work samples that give examples of what you discussed during the conference, and share specific ways they can help their child.  For example you may have a xeroxed set of flash cards printed and ready to go home for a student who still doesn't know his/her math facts.

     As soon as possible after the conference, follow-up with materials or other items you promised to send parents.  Most follow-up can happen via email, but some items may still needs to go home in a student’s backpack or in the U.S. mail.

     If for some reasons the conference gets tense, stay professional and do your best to keep your ego out of the discussion.  Rephrase the parent's concern so you are sure you understand the issue.  You might say, “I hear you saying that …(paraphrase what you heard)”. You may need to end the conference at this point, if you're short on time or if the conversation gets stressful.   Schedule  another conference for a later date and invite another professional, a special education teacher, the vice principal or principal, etc, to be with you.  If you anticipate ahead of time that one of the conference will be a difficult one, plan on having support staff at the original conference. 

     Most importantly, be prepared and then enjoy the process!  It’s fun to meet parents and it helps you gain insight into the child’s personality and  day-to-day life.  Parent conferences can be a very rewarding experience and one of the  highlight of the school year!

"If we could look into each others' hearts and understand the unique challenges each of us faces, I think we would treat the other much more gently, with more love, patience, tolerance, and care."                                                                                                                     -Marvin J. Ashton 

 

The First Year of Teaching - Highs and Lows

Your first year of teaching is launched and I can imagine that it's an been exciting and overwhelming experience.  In recent months you’ve student taught, completed college requirements, graduated, applied for jobs, interviewed, and landed a position. You attended new teacher sessions, set-up your classroom, prepared for the opening day, and kicked-off the school year.  And now, you’ve completed the first month of your first year of teaching!  The past months have been a roller coaster with days of excitement and anticipation while other days were filled with anxiety and total exhaustion.   

Studies show that most first-year teachers typically experiences ups and downs that can be divided into six defined phases*  that fall into a monthly structure.  Take a look at this chart and see if you can place yourself in any of the early phases.

Phases of First Year Teaching
Phase	When	Description
Anticipation	Graduation - first weeks of teaching	New teachers enter the classroom with a tremendous commitment to making a difference for students.
Survival	September & October	They struggle to keep their head above water.  There is little time to stop and reflect on how thing are going.  They experience extreme exhaustion.
Disillusionment	November & December	Weeks of non-stop work and stress.  New teachers question their commitment and competence. This is the toughest challenge for the new teacher.
Rejuvenation	Holiday Break - March	A slow rise in the new teacher's attitude toward teaching.  Rest and a normal lifestyle over the holiday break helps.  The break offers a time to regroup, organize, and plan.  They experience renewed hope!
Reflection	April & May	The novice is reflecting on the year's activities and on what worked and what didn’t.  They're thinking about changes they'll make in the future.
Anticipation	June -August	They have new feeling of excitement and they begin planning for the next school year.

While not every new teacher experiences these phases at the same time, being award of this information can help you better understand and respect this developmental process.  By acknowledging the ebb and flow of the first year, you can be aware of pitfalls and plan strategies to make the early teaching transitions easier.  Teaching is an extremely challenging profession, and while it does get easier with time, it's vital that beginners understand and respect the process it take to survive the first year.

Here are few ideas that might help relieve the stress of the survival phase.  Early in the year it's a good idea to reflect on your organizations skills, take steps to simplify curriculum planning, respect and trust your own skills, and the practice ESP—Eat, Sleep, and Play.

Organize: Review personal and classroom organizational systems.  Evaluate what’s working and what isn’t and then decide on a couple of changes that can be made right now.  Small changes can create amazing gains in productivity.  If those shifts involve students, be explicit and share the new new procedures.  

Simplify: By now you're probably aware of the vast amount of curricular resources available to you.  Between district materials, journal articles, your own files, and the internet you have no lack of enrichment materials to enhance instruction. Sometimes too much of a good thing can be a problem due to time limitations for planning and teaching.  Pick a few good resources and use them as your primary materials.  In the future you can add more content, but first become familiar and comfortable with the curriculum. 

Trust Yourself: Don’t discount what you bring to the classroom.  You’ve studied long hours to obtain your degree and teacher certification plus you’ve done many hours of fieldwork.  You’ll always have more to learn no matter how long you teach; however, trust that you’ll be successful and be confident in your abilities.  Look at small accomplishments and celebrate your successes.  Keep a running record of the things you do well each week! That may sound corny, but it's a real energy booster!

Practice ESP:   Eat well, get enough Sleep, and take time to Play a little bit each week.   In the "Play" clip, Julia Cameron, author of The Artist's Way, discusses taking an Artist Date.  Right now your art is the art and craft of teaching and it needs to be nurtured!

*Moir, E. (1999) The stages of teacher's first year. A better beginning: Supporting and mentoring new teachers, 19-23.

"They may forget what you said but they will never forget how you made them feel."     

                                                                                                          -Carol Buchner

Reading Aloud Pays Dividends

Some of my favorite childhood memories were the times my mother and I would go to the Chicago Public Library at North and California Avenues.  Together we would browse the shelves and choose special books to bring home.  Some of my favorite titles were those from the Mrs. Piggle-Wiggle series by Betty MacDonald. The stories starred a small lady who lived in an “up-side-down” house in a lively neighborhood inhabited by children with bad habits.  I adored the MacDonald's series and I loved the hours my mother and I spent engrossed in magical tales!  I've tried to pass on my mothers joy of reading with my own children,  grandkids, and the many students I've taught over the years.  Spending quality time reading together is priceless.  I’m sure many of you have similar memories and favorite books that were part of your childhood experiences! 

Now that you have your own classroom, you'll want read-alouds to be an integral part of the school day.  Set aside 15-20 minutes everyday to share reading as a means to build community, to expose children to new books, authors, and genres, plus to remind children why they love reading.  Read books to your students that you absolutely love as your enthusiasm will be contagious!  Respected educator Lucy Calkins, in her book Raising Lifelong Learners; A Parent’s Guide shares, "that when  reading aloud with children, it is the time to go under the 'spell' of a beautiful book and laugh, cry, and get lost in the flow of the story and language".

Reading aloud to children in classrooms is a sure-fire, researched based way to motivate children to read on their own.  The International Reading Association states, “the importance of reading aloud to children on a daily basis can’t be overestimated.  The U.S. Department of Education Commission on Reading took into account over 10,000 studies and found that the most important activity for building the skills and background for eventual success in reading is reading aloud to children.”  It’s been shown that children who are read-to are the best readers in the classroom, have large vocabularies, write well, and do better in other subjects as well.  With all this evidence, why wouldn’t every teacher  do read-aloud on a daily basis? 

Reading aloud isn’t just for the primary and intermediate grades; it's an ideal strategy for middle school, too.  And remember there are many content area books that support math, science, and social studies.  

Plan your shared reading  like you would any other subject.  Post it on your daily schedule, write the current title into your lesson plan book, and make read-alouds a dedicated event each day.  If testing, assemblies, or other activities infringe on class time, always keep the daily read-aloud session on the schedule; it's well worth the time!

You are never too old, too wacky, too wild to pick up a book and read to a child.    -Dr. Seuss

Featuring One of Our Own: A Classroom Tour...
Natalie VandenBos welcomes you to her 3rd grade classroom at District 33's Indian Knoll Elementary School in West Chicago, Illinois!

                                                                                                                                                                         

You Can Learn Anything: Success through Effort

Over the years, you probably had teachers who believed in you and encouraged you to do your best work.  Who knows, without their support, you may not be where you are today!  However, as you developed and became more independent, you shifted the locus of support from your teacher's opinions  to your own belief in yourself.  That shift allowed you to take control of your own growth. development, and future destiny.  At times we all waffle back and forth between faith in ourselves and an occasional need for a pat-on-the-back.

Now that you’re a teacher, you’ll be supporting your students as they grow, take risks, and ultimately to take responsibility for developing their own skills.   When students believe they are capable and can learn, they make a greater investment in themselves and in their education.  When students discover their own power,  remarkable things start to happen.  Bear Bryant, longtime head coach of the University of Alabama football team, had an interesting way to expressing this growth model.  He stated,  “If you believe in yourself and have dedication and pride - and never quit, you'll be a winner. The price of victory is high, but so are the rewards”.

The You Only Have to Know one Thing: You Can Learn Anything video will  be a valuable discussion starter for motivating student to take responsibility for their own learning.  And for older students, you'll want to also show the John Legend Success Through Effort video in which he talks about his ongoing growth over the years.  There's no better time review the importances of commitment and effort than at the beginning of the school year!

Featuring Our Own: Classroom Tours

Welcome to Sara Snider's 4th grade classroom at Copeland Manor School in District 70 in
Libertyvill, IL.  

And…
Welcome to Maggie Clerkin's classroom at Goudy School in District 299, Chicago, IL.  Maggie is teaching middle school language arts.  

Coming Attractions…

In the next edition we'll visit the classrooms of Melissa Strum and Natalie VandenBos!

Maximizing Instructional Time

A sign in the front of a classroom at Mastery Charter School’s Shoemaker Campus in Philadelphia, Pennsylvania, reads, “We have 90,000 minutes this year; make each one count,” Having those minutes count can be extremely challenging.  Consider the ways some of those 90,000 minutes might be lost or frittered away.   Ineffective classroom procedures, students fooling around before starting on assignments, or excessive time spent distributing or collecting materials are a few time wasters that might let the sands of the hour glass drain away. A 7^th grade math teacher, Chris McCloud, is featured on Teaching Channel discussing how he addresses time management with his student.    

Although there are many aspects of time management that could be discussed, this post is focused on maximizing instructional time.  With the demands of the Common Core State Standards, teaching bell to bell is the expectation.  Consequently, instructional practices need to be introduced to students just as explicitly as management procedures. 

At the most basic level, time management is actually priority management.  By choosing essential questions, unit goals, and lesson objectives teachers are able to create instructional priorities and identify specific outcomes. When a teacher posts and shares objectives, students have an idea of the lesson's focus and what they’ll be learning.  Education researcher Robert Marzano has developed nine High Yield Instructional Strategies.  His research indicates that sharing objectives and providing students with feedback could account for a 27 percentile gain in achievement.

  

 High student engagement helps move students towards academic success.  By ramping up participation with both the teacher and peers, more learning takes place than when students work independently. Cooperative learning activities and other small group work encourages total participation and engages them in the learning process.  By adding a little time pressure students stay connected and are held more accountable to use time wisely.  Timers often motivate students to complete the task with a minimum of chatter. When the timer goes off, students put their hands in the air and stop working just like they do on an episode of Food Network’s Chopped!  Small timers work well and can be purchased cheaply at the dollar store.  And as you know, the Smart Board timers is an excellent tool because it’s visible to students so they can self-monitor.

“Academic learning time has to do with quality; it is the amount of time students spend actively working on tasks of an appropriate difficulty.  Success breeds success.  When a teacher targets the instruction of a new concept or skill so students can succeed at least 75% of the time, students are more engaged and achieve at higher levels”.  Time-on-Task: A Teaching Strategy that Accelerates Learning  

Featuring One of Our Own: A Classroom Tour

Elizabeth Walton is teaching at Smart Intermediate School in Davenport, Iowa.  She has been assigned to six sections of 8th grade math and one section of 6th grade math.  Classes started on Monday, August 18th, so Elizabeth is already in the swing of things!  She sent some wonderful photos of her new classroom!