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mmekraus

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 3 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment Wiggins formative

shared by mmekraus on 17 Oct 15 - No Cached
  • Expert coaches uniformly avoid overloading performers with too much or too technical information. They tell the performers one important thing they noticed that, if changed, will likely yield immediate and noticeable improvement ("I was confused about who was talking in the dialogue you wrote in this paragraph"). They don't offer advice until they make sure the performer understands the importance of what they saw.
  • I say "in most cases" to allow for situations like playing a piano piece in a recital. I don't want my teacher or the audience barking out feedback as I perform. That's why it is more precise to say that good feedback is "timely" rather than "immediate."
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      Interesting thoughts about the nature and speed of feedback. Connecting the ideas of coaching and learning new skills to in classroom learning.
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
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  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice,
  • eedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation
  • Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning
  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement
  • Whether feedback is just there to be grasped or is provided by another person,
  • Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • feedback is information about how we are doing in our efforts to reach a goal.
  • by teaching less and providing more feedback, we can produce greater learning
  • The most ubiquitous form of evaluation, grading, is so much a part of the school landscape that we easily overlook its utter uselessness as actionable feedback.
  • Melissa Jolicoeur on 17 Oct 15
     
    Learning from coaching and learning in other situations to giving feedback in classrooms.
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  • alainarobcon on 17 Oct 15
     
    How to effectively feedback to students
  • Andrew McNiven on 17 Oct 15
     
    Great article to see the value of formative assessment and feedback
  • mmekraus on 17 Oct 15
     
    Useful for all teachers!
  • Ryan Archer on 19 Oct 15
     
    Worth checking out. Worth buying the journal.
garth nichols

4 Ways to Become a Better Learner - 0 views

hbr.org/...ays-to-become-a-better-learner

learning HBR agility DesignThinking education cohort21

shared by garth nichols on 12 Jan 16 - No Cached
  • What is Learning Agility? Learning agility is the capacity for rapid, continuous learning from experience. Agile learners are good at making connections across experiences, and they’re able to let go of perspectives or approaches that are no longer useful — in other words, they can unlearn things when novel solutions are required. People with this mindset tend to be oriented toward learning goals and open to new experiences. They experiment, seek feedback, and reflect systematically.
  • How Do You Develop Learning Agility? Since developing learning agility involves learning to recognize and change automatic routines, the aid of a coach can be invaluable. Coaching, which Peterson calls “the ultimate customized learning solution,” helps clients understand how their minds work and how to make them work better. But even if you’re not working with a coach, there are steps you can take on your own to enhance your learning agility. Ask for feedback. Think of one or more people who interacted with you or observed your performance on a given task.
  • Experiment with new approaches or behaviors. To identify new behaviors for testing, Peterson recommends reflecting on a challenge you’re facing and asking yourself questions such as “What’s one thing I could do to change the outcome of the situation?” and “What will I do differently in the future?”
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  • Look for connections across seemingly unrelated areas. For example, Peterson has systematically applied principles he’s used to learn about wine to the domain of leadership development
  • Make time for reflection. A growing body of research shows that systematically reflecting on work experiences boosts learning significantly. To ensure continuous progress, get into the habit of asking yourself questions like “What have I learned from this experience?” and “What turned out differently than I expected?”
garth nichols

Beyond teacher egocentrism: design thinking | Granted, and... - 2 views

grantwiggins.wordpress.com/...er-egocentrism-design-thinking

Design education curriculum

shared by garth nichols on 27 Sep 13 - No Cached
  • As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning.
  • From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result.
  • It is the learner who decides to try to learn (or not) from what happens.
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  • We think like a designer, not like a teacher, when we say: the teacher is just one element in the design. The choice of task, pedagogy, groupings, flow of work, resources, furniture, light, noise level, role of people and text – all of these design elements are arguably as important as the teacher.
  • What are those conditions, in a nutshell? I would highlight the following: Thought-provoking intellectual challenges (inquiries, questions, problems) The challenge has been designed to optimize self-sustaining and productive work by learners, related to a clear and intellectually worthy goal The learners have become reasonably competent in classroom routines that foster productive goal-focused work The challenge cannot be accomplished by a worksheet, checklist or recipe. It requires strategic use of knowledge and skill, creative problem-solving, and critical thinking; and the eliciting of multiple perspectives on how to address the challenge and gauge progress. There is an unambiguous product or performance goal (even if there is ambiguity about how to achieve the goal), supported by clear criteria and standards, thus permitting ongoing student self-assessment and self-adjustment. There is enough feedback within the challenge (and resources) that the work can be maximally self-sustaining and productive. The teacher is therefore freed up to coach for a significant amount of time, permitting personalized feedback and guidance (as well as just-in-time mini-lessons). This coaching role also permits the teacher to determine what is and isn’t working in the challenge, and thus enables the teacher to quickly change gears if the desired learning is not occurring or the process is not working.
  • In other words, it is a poor design for learning that puts all the burden of teaching and processing on the teacher. Then, the teacher can neither coach nor understand what is going on in the minds of learners. Worse, endless teaching, no matter how expert, soon becomes passive and without much meaning to learners who must wait days, sometimes weeks, to get meaningful chances to interact with the content, to try out their ideas on others, and to get the feedback they need.
  • Group-worthy tasks – Focus on central concepts or big ideas that require active meaning-making The challenge itself has ambiguity or limited scaffold and prompting so that student meaning-making and different inferences about the task and how to address it will emerge. Are best accomplished by ensuring that multiple perspectives are found tried out in addressing the task. This not only rewards creative and non-formulaic thought but undercuts the likelihood that one strong student can do all the key work. Provide multiple ways of being competent in the task work and the task process Can only be done well by a group, but are designed to foster both individual and group autonomy. (The teacher’s role as teacher and direction-giver should be minimized to near zero). Demand both individual and group accountability Have clear evaluation criteria
garth nichols

Educational Leadership:Technology-Rich Learning:Tech Leaders Speak Up About Learning - 0 views

www.ascd.org/...s-Speak-Up-About-Learning.aspx

cohort21 leadership tech

shared by garth nichols on 07 Apr 13 - No Cached
  • The key to infusing technology for deep learning is professional development for teachers. At our school, each teacher wrote his or her own professional development plan. Then we changed the job description of the technology teacher to include meeting with each teacher to refine and review these plans. Instead of teaching computers to the students, the new technology integration coach—a new title to reflect new duties–was now available to partner with the teacher in the classroom. As teachers became more comfortable, the coaching sessions centered on how to extend learning.
  • At the same time, our administrative team began using e-communication folders for parent communication, e-portfolios for teachers, and Moodle for virtual classroom environments. Teachers experienced rich, efficient collaboration and communication through technology. This resulted in more effective face-to face communication.
  • Three things are basic to preparing students to be deeper learners: (1) access to quality curriculums, teaching, and learning, (2) robust information resources, technology tools, devices, and infrastructures, and (3) a student-centered learning environment that promotes critical thinking and problem solving.
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  • One of a leader's most important roles is to be a model for teachers–who then become models for students. Modeling digital learning in professional learning communities, faculty meetings, parent events, and everyday tasks helps adult learners in the school challenge themselves to authentically learn how to use technology.
  • garth nichols on 07 Apr 13
     
    This is a great article for how to introduce edtech into a school - it has real world examples as well
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
mr_bornstein

Forget Talent: Why Practice is Key to Most Prodigies' Success | MindShift | KQED News - 1 views

ww2.kqed.org/...-key-to-most-prodigies-success

growth mindset

shared by mr_bornstein on 25 Oct 16 - No Cached
  • Peak: Secrets From The New Science Of Expertise,
  • talent” is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure.
  • “
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  • a tendency to assume that some people have a talent for something and others don’t and that you can tell the difference early on. If you believe that, you encourage and support the ‘talented’ ones and discourage the rest, creating the self-fulfilling prophecy. … The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.
  • “deliberate practice.”
  • ind a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don’t push yourself more than you can do.
  • start out, 15 or 20 minutes [a day]
  • think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that
  • But you haven’t simply been waiting around for something that would allow you to instantaneously become good because that’s never happening.
  • You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.
  • you’re really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent
  • there is a way of helping a child get enjoyment from the mastery and the development of an ability.
  • before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.
  • When that becomes important, you’ll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.
  • with certain kinds of math activities it’s hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they’ll be able to do things that they couldn’t do before.
  • understand and integrate that knowledge in a way that allows you to use it.
  • I could infer and relate things that were related to me in a meaningful way.
Adam Caplan

5 Things to Share With Your Teachers About Educational Technology | Rob Furman - 0 views

www.huffingtonpost.com/...o-share-with-yo_b_6218982.html

tech integration coaching

shared by Adam Caplan on 05 Dec 14 - No Cached
  • 5 Things to Share With Your Teachers About Educational Technology
  • Here is a list of the top 5 things you should share with your teachers in regards to educational technology:
  • 3. Please ask questions.
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  • 2. It's OK to be a risk-taker.
  • 1. Technology is here: Today, tomorrow and forever.
  • 4. Change is inevitable and continual. The process of change needs to change! School systems can take 3 to 5 years to implement a change. That cannot happen with new technologies. By the time you implement the change, the technology is outdated.
  • 5. Enjoy the experience. This is probably the most important statement of all. The experience of learning something new needs to be an enjoyable experience.
  • Remember these 5 important rules when introducing new technology: • Teachers need to take risks • Teachers need to accept that technology is here to stay • Teachers need to ask questions • Change needs to occur as a continual cycle • Learning new technology should be enjoyable!
garth nichols

http://archive.constantcontact.com/fs184/1102752268498/archive/1122580804441.html - 1 views

archive.constantcontact.com/...1122580804441.html

feedback coaching PD cohort21

shared by garth nichols on 23 Oct 15 - No Cached
  • In my mind, a solid 4 rating means that your adult professional embraces feedback, both formal and informal and has strong systems and processes in place that encourage feedback - things like annual faculty,  parent, and board surveys, intentionally designed evaluation processes for students, faculty, staff and leadership that happen at minimum annually, but even better quarterly, regular audits of programs, curriculum, pedagogy, time and space.  Other good signs that your culture supports feedback might be meetings that end with questions like, "How are we working together as a team/department?" and "What can we do to get better at this work?"  and school leaders who ask their reports with genuine curiosity,  "What can I do to better support your work?"  "What do you think about this idea?" or "How did this meeting go for you?"
  • What if you spent a week "playing anthropologist" with the following question in mind: "What evidence do I see that our adult community has a strong culture of feedback?" 
    • garth nichols
      garth nichols on 23 Oct 15
       
      Love these questions of educators!
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  • pend some time with colleagues. Ask them questions about their classes.  See how many times you hear someone ask questions like: "What do you think about this?"  "Will you come by my class and let me know what you think about this lesson I am teaching?"  "How can I/we do this better?"  Attend meetings with this question in mind.  How receptive are team members to feedback they get in meetings?
  • talk Feedback Without Frustration.  This 15 minute video offers some key habits and practices that designers (and educational leaders in their roles as experience designers) can adopt in order to make feedback more meaningful, especially when presenting a new idea or product and much of which can be applied to feedback - both formal and informal.  A few tips include:taking responsibility for the feedback you are gettinggoing after the kind of feedback you wanthaving a designated facilitator for more significant processeshaving goals for the project that you can use to make the feedback more helpfulnot confusing what you like/don't like with what is good/bad(most importantly) just getting better at talking to each other.
  • garth nichols on 23 Oct 15
     
    For those of us who lead teachers; for those of us who seek feedback from others; and for those of us who want to buid a culture of sharing and feedback, this is a great read!
garth nichols

Discomfort, Growth, and Innovation | Edutopia - 0 views

www.edutopia.org/...-and-innovation-alyssa-tormala

innovation growth education-change

shared by garth nichols on 28 Oct 17 - No Cached
  • We’ve all heard the calls for innovation ringing through the education field. This age of exponential change leaves us no choice—we must change or our students will fall behind.
  • about 16 percent of any group actively pursue change
  • So how do we encourage the rest of our colleagues toward this cycle of innovation? It comes down to one simple thing: School leaders and coaches must foster a culture that celebrates the discomfort inevitably resulting from change. And that requires three key strategies.
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  • This is not a quick fix. It requires an investment of time, energy, and patience that may not be realized for years. But by creating a culture in which our teachers celebrate discomfort, we also enable them to encourage their students in the same way.
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