Weekly Coaching Communication
Make it a great day -- every day!
11 -- 15 April 2016
On the Standards Front . . .
This week, I'm showcasing two articles from the April issue of Educational Leadership: Dylan Wiliam's "The Secret to Effective Feedback" and John Hattie, Douglas Fisher, and Nancy Frey's "Do They Hear You?".
Wiliam kicks off the issue with the discussion of effective feedback and notes that "feedback is only successful if students use it to improve their performance" (10). Many of you already voiced this in professional learning on Monday about the need for students to complete practice in a timely manner to receive the feedback necessary to move their learning forward; however, Hattie, Fisher and Frey would caution that most students are not listening (or heeding the advice).
First, Hattie, Fisher and Frey will encourage that teachers and students know, together, what success looks like (17). Wiliam will follow up that advice with not only to know success, but also to ensure that the purpose is understood and it is the student who is doing the "heavy lifting" (12). Students are presented a task, and they complete the work. The feedback teachers offer students about that work is for a performance or activity the student has yet to perform well or may be in addition to the work already completed. If the teacher's feedback is merely instructive of what to change, what will the student learn? Knowing what success looks like and having a good purpose for feedback that allows the student to determine the need for revision or angle of performance, the student learns more.
For the success and purpose to work, Hattie, Douglas and Frey recommend that teachers provide different kinds of feedback: self-regulatory, process-based, and the learner's success in doing the task (19). Combining with Wiliam's advice, "make the feedback detective work" so that the students are analyzing the work to make sense of the feedback (14). Likewise, building the student's awareness for self-assessment, allows for those different kinds of feedback to be purposeful (15).
Regardless of how purposeful and focused the feedback may be in terms of success criteria, if a student does not know how to listen to the feedback (written or verbal), a lot of teacher work is lost on deaf ears. Hattie, Douglas and Frey encourage teachers to teach students how to listen to feedback through teaching students how to accurately paraphrase feedback and to provide structured feedback regularly (20).
Hattie has shown that feedback is powerful; powerful enough to be "one of the most effective instructional strategies for improving student learning and closing achievement gaps" (cited in Hattie, Douglas and Frey 17). However, after listening to the passionate discussion for completed practice and opportunities to provide students feedback, it is apparent that you, as teachers, already sense the importance of feedback. We now the importance, so let's not let students squander the opportunities by waiting for the easy fix or not listening.
Quick Clicks
Website (Tools to Use or Peruse)
The non-profit ReadWorks is committed to solving the nation's reading comprehension crisis by giving teachers the research-proven tools and support they need to improve the academic achievement of their students.
ReadWorks provides research-based units, lessons, and authentic, leveled non-fiction and literary passages directly to educators online, for free, to be shared broadly.
The ReadWorks curriculum is aligned to the Common Core State Standards and the standards of all 50 states. Most importantly, ReadWorks is faithful to the most effective research-proven instructional practices in reading comprehension.
Try this link: K-12 Reading Passages with Text-Dependent Questions
Suggested Viewing
In his analysis of motivation, Pink examines the puzzle, starting with a fact that social scientists know but most managers don't: Traditional rewards aren't always as effective as we think. Listen for illuminating stories — and maybe, a way forward.
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Sometimes you just need perspective for what you're really up against.
Quotation of the Week . . .
"Do what you can with what you have where you are" is a directive that makes much sense when taking on the challenges of any change. Trying to do too much is overwhelming, plus it puts you in a place in your practice that you are not ready for or you will have difficulty trying to integrate too much change. Knowing where you are in your practice will determine your capacity for change and will dictate your pace for change. You know change is inevitable, but you also know yourself best. So, do what you can with what you have where you are.
Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**
Monday, 11 April -- FULL DAY PROFESSIONAL LEARNING -- NO SCHOOL
Tuesday, 12 April -- LCI: Curriculum/Aligning Standards Through Learning Progressions: Angela La Bounty @GWAEA 8:30-3:30
Wednesday, 13 April -- 7:30 Morning Staff Meeting
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
Thursday, 14 April
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
Friday, 15 April
- IC/Principal Libolt Weekly Meeting 7:30 AM
- IC Team Meeting with Program Leads & Special Guest Colleen Fangman
Click on the link to access prior weekly communications.
Contact Information
Center Point - Urbana CSD
Email: epopenhagen@cpuschools.org
Phone: 319-849-1102+91015
Twitter: @Epopenhagen