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HOW TO GIVE FEEDBACKTO TEACHERS THAT REALLY IMPROVES

INSTRUCTION IN YOUR SCHOOL

Building on Teacher Strengths

April 15, 2010Educational Research Newsletter

www.ernweb.com1

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TOPICS FOR TODAY’S SESSION

What is feedback Connection of feedback to performanceHow it's different from evaluation General rules and guidelines for feedback Timing of feedback--when to give it Different kinds of feedback Importance of asking questions H t t d i t h ' fidHow not to undermine a teacher's confidenceImportant tips

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COMMENT FROM MIKE RUTHERFORD

“How often do you have the opportunity to either give or receive feedback on to either give or receive feedback on your teaching?” The most common answer is “rarely.” When I ask “Would you find it valuable to receive some feedback on your teaching?, the most common answer is “absolutely!”common answer is absolutely!

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OPENING DISCUSSIONWith your colleagues or individually, respond to these questions:

Discuss a time that you received feedback that had impact on your professional practice?

What did it sound like?

? ?Was it positive or negative impact? Why?

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“TEACHING IS MORECOMPLEX THAN BRAINSURGERY. TEACHERSOPERATE ON 30 PATIENTS AT ONCEAND THEY ARE ALLAND THEY ARE ALLFULLY AWAKE!”

Madelyn Hunter 6

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WHY SHOULD WE GIVE FEEDBACK TO TEACHERS?

T d ’ t h d t k th t th d t d Today’s teachers need to know that they are understood and their work appreciated and challenges and frustrations recognized. Teachers need to see their colleagues and administrators as partners in education, learning with and from them. 7

TEACHING IS COMPLEXAnother set of eyes comes in handyPractically impossible to teach a lesson and watch Practically impossible to teach a lesson and watch the teaching-learning from another vantage point90% of classroom visitation/observations are for the purpose of evaluation, not feedback.Little evidence that teacher evaluation produces much in the way of improved performance.

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TEACHERVISITATIONS/OBSERVATIONSShould be light on judgment and heavy on feedbackfeedbackParallels what we know about providing feedback to students: more successful classrooms are light on grading so they can be heavy g g y yon feedbackFeedback produces more learning than grading

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“Feedback is fundamental to performance and learning in individual, community, and organizational situations. Psychological studies in Psychological studies in both the behaviorist and the cognitive traditions have demonstrated repeatedly that improvements in performance depend on feedback performance depend on feedback loops. If you don't know what you're doing right and wrong, you're not likely to get much better.”

From King Arthur's Roundtable 2003 David Perkins, Harvard Graduate School of Education

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OBSERVE AND IDENTIFY

Read the following scenarioIdentify the positive and negative attributes of Identify the positive and negative attributes of this example.If you only had 1 minute to provide feedback to the intern, what would you say?

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SCENARIO

A fourth grade teacher dominates the class discussion on the three branches of government. discussion on the three branches of government. After she lectures on the three branches and the balances of power, she hands out a worksheet for students to match the responsibilities to the branch of government. When the students have finished the worksheet, the teacher calls on students to read their answers and tells them if they are marking the responses correctly.

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WHAT IS FEEDBACK?

Step toward positive, productive change Results in increased self-awarenessFormative process that leads to growthObjective, timely and focusedGiven when it is likely to be received

i i lpositivelySpecific input in terms of meeting goals and expectations Addresses next steps

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PRIORITY FEEDBACK GUIDELINES

• Abundant

• Immediate

• Specific14

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GENERAL FEEDBACK GUIDELINES

Give feedback as soon as possibleFace to face and written follow-upUse descriptive language Use descriptive language Set expectation for feedbackFocus discussion Teacher does a lot of talking Observer asks a lot of questionsOffer alternativesOffer alternativesCheck for understanding –Goals and ContentSpecific feedback about what you observedNext Steps 16

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HOW IT'S DIFFERENT FROM EVALUATION

FEEDBACK EVALUATION

Offers information that provides insight for the purpose of improved performance

Measures achievement status at a point in time for purposes of reporting; accountability

It is descriptive; focusing on behavior and performance

It is judgmental; focusing on the person

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DIFFERENTKINDS OFKINDS OFFEEDBACK

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EVALUATIVE

CONCILIATORY

COMMUNICATIVE19

EVALUATIVE FEEDBACK

Pros Cons

Takes less time to prepareSometimes read as frank and honestCommunicates what is wrong which could

Negativity reduces opportunity to preserve and build onUsually without rationaleOften read as careless is wrong which could

result in ineffective student learning

Often read as careless and dehumanizingFails to communicate positive featuresOften misinterpreted

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CONCILIATORY FEEDBACK

Pros Cons

Positive but vagueAvoid constructive criticismReceived as pleasant, encouraging, non-threatening

Focuses on what is ineffective or on what makes the least impactEmpty, can be read as evasiveCommunicates threatening Communicates virtually no informationConveys the impression that all is okay

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COMMUNICATIVE FEEDBACK

Pros Cons

Clarifies the language and conceptsPositive featuresConcerns and suggestions towardi t

Consumes more timeRequires more thought and effort

improvementPreserves relationships Builds on strengths 22

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YOUR THOUGHTS ON THIS STATEMENT

How welcome feedback is depends on who's doing the feeding and who's doing the eating.

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COMMUNICATIVE FEEDBACK: FIVE EFFECTIVE STRATEGIES FORGIVING FEEDBACK TO TEACHERS

30 Second5 MinuteReflective PlanningPositive Reinforcement CoachingPositive Reinforcement CoachingInstructional Coaching

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30 SECOND FEEDBACK

A short burst of positive reinforcement that links a specific teaching practice to a specific learning outcome. (Usually follows a walk-through

h t b ti )or short observation.)

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30 SECOND FEEDBACK

Delivers short, meaningful bits of positive reinforcementBased on a specific teaching episode and learning effectInformal – hallway, on the way to the cafeteriaServes as a quick affirmation of teacher practiceProfessional complimentFocused on the ‘nuts and bolts’ of teachingProvider seen as keen observer

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30 SECOND FEEDBACK

When to use and not to use:

Positive messages onlyWritten formAvoid personal compliments – “You’re

such a good teacher”Affirm teaching and positive impact on Affirm teaching and positive impact on learning – “When you did this….the effect was…..”

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30 SECOND FEEDBACK PROTOCOL

Cushion Teaching Learning + Tag

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TIME TO PRACTICE

Read the following scenario and then give 30 seconds of feedback to seconds of feedback to

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SCENARIO

Mr. Johnson is a new teacher and struggling with how to motivate his students to learn fractions. how to motivate his students to learn fractions. When introducing fraction formulas, Mr. Johnson creates a rap to explain the formula and how to calculate the formula. When he finishes he invites the students to work a similar problem and in turn rap their explanation of how they calculated the answer.

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5 MINUTE FEEDBACK

A brief feedback conversation that identifies a specific teaching practice that:teaching practice that:

Links theory to practiceDescribes the effect on learning and learnersEngages the teacher in a short dialogueSupports teacher’s ability to relevant patterns of effective practiceFollows short observation or walk throughInformally delivered – hallway, sitting in workroom 31

5 MINUTE FEEDBACK

When to use and not to use:Following short to medium length observationsAs a job-embedded follow-up to staff developmentAvoid use for advanced or complex analysis and multiple teaching episodesAffirm a teaching practice or missed opportunityDiscuss connections among practice, theory and effect

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5 MINUTE FEEDBACK PROTOCOL(AFFIRMATION OF EFFECTIVE TEACHING PRACTICE)

Cushion Learning

Teaching

DiscussionPractice

Theory

Principle + Tag

y

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5 MINUTE FEEDBACK PROTOCOL(MISSED OPPORTUNITY)

Cushion Teaching Learningg

DiscussionPractice

Theory

Principle

+ Tag

y

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SCENARIO

Miss Murphy is the music teacher and she is collaborating with the social studies teacher to collaborating with the social studies teacher to teach students the names of the continents of the world and the use of rhythm and patterns in music. She reviews what rhythm is and creating rhythmic patterns. She then chunks the rhythms and adds the names of the continents to the rhythm and repeats the patterns until the students are able to clap the rhythms and repeat the chant of the continents.

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DISCUSSION

Using the five-minute feedback protocol, provide feedback to Miss Murphy targeting a missed opportunity or an affirmation opportunity or an affirmation of effective teaching.

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REFLECTIVE PLANNING

A preconference of sorts that seeks to A preconference of sorts that seeks to engage the teacher in a brief “think ahead” toward an upcoming lesson.

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REFLECTIVE PLANNING

This type of feedback:

Asks open-ended questionsInvites teachers to think about specific goals for upcoming lessonsIs proactive in improving a lessonServes to sharpen goalsAligns activities Aligns activities Clarifies assessmentsProvides opportunity to think ahead and plan deeper, different or in an enhanced way

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REFLECTIVE PLANNING

When to use and not to use:Use with more accomplished teachersResults in richer conversationsNot for discussing lessons that are imminentNo more that 2-5 days between planning and lessonNot effective for “guiding” feedbackNot effective for guiding feedbackRelies on the teachers thinking Does not allow for providing suggestions

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REFLECTIVE PLANNING

Goal Clarity Congruent Acti ities

Overt Assessmentsy Activities Assessments

Parts must be sequenced:Goal Clarity must come firstC t A ti iti li k t lCongruent Activities links to goalsOvert Assessments links to congruent activities and to goals

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REFLECTIVE PLANNING PROTOCOL

Introduction

Invite FeedbackIntroduction

• Greeting• Set the tone• Outline the

sessionReflect on upcoming

goalsReflect on

Reflect on Assessments

“Look fors”

Feedback from Teacher

• Content• Process• Experience

• Noun clarity(content)

• Verb clarity (thinking/doing)

• Probe for clarity

Reflect on PoUs

• Congruencyto goal

• Activities to PoUs• Probe for Clarity

• “Look-fors”• Overt responses•Mid-course

corrections• Probe for clarity

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SCENARIO

Principal Smith is meeting with Mr. Thompson, the high school chemistry teacher to reflect on his the high school chemistry teacher to reflect on his ideas and lesson plan for teaching the periodic table. Mr. Thompson has drafted some ideas for his plan which include having the students use a worksheet to draw the periodic table and then share with their partner how to read the periodic table. Mr. Thompson also plans to have students use a software program to input combinations of from the table that will tell them whether their combinations create a solid, liquid or a gas.

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DISCUSSION

Using the Reflective Planning P t l id f db k t M Protocol, provide feedback to Mr. Thompson on his planning for this lesson.Discuss how you would lead Mr. Thompson to consider alternative pways to deliver this learning.

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POSITIVE REINFORCEMENT

Seeks to build upon the teacher’s use of effective practices by highlighting those practices, linking practices by highlighting those practices, linking the practices to recurring patterns of instruction, and facilitating the teacher’s future use of these patterns of effective practice.

When to use and not to use:U l f iti Use only for positive

reinforcement

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POSITIVE REINFORCEMENT PROTOCOL

Introduction

Invite Feedback

Push to TransferIntroduction

• Greeting• Set the tone• Outline the

sessionDiagnosis

Describe

Link to Instructional

Practice

Specific Pattern or

from Teacher

• Content• Process• Experience

Transfer

• Future Applications

• Future Benefits

•Ask a narrowfocus question

• Level of Prior Knowledge

Describe an

Example

• Effective Teaching• Specific segments• Observed Benefits

•Specific Pattern orPractice

• Name •Describe• Link to Lesson

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SCENARIOMrs. Ward’s seventh grade Language Arts class is being introduced to outlining a paper to emphasize the use of continuity and circular writing. Mrs. Ward uses the example of a small child learning to ride a tricycle, then a bicycle with training wheels and later a bicycle without bicycle with training wheels and later a bicycle without training wheels. The main points of the essay are that taking small steps lead to gaining independence and balance not only in riding a bicycle, but in life. She uses an electronic white board to demonstrate how to introduce the concept in the first paragraph, allowing students to come to the board and add sentences and details to the writing while threading the example of cycling throughout the paper. In the closing she demonstrates how she would return to the little red tricycle she received as a child and how she connects it to all of her experiences in gaining independence and balance in life. Students are then asked to identify an example in their life that they can use to make similar connections with real life and to develop an outline for their upcoming paper.

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DISCUSSION

Using the Positive Reinforcement Protocol, provide feedback to Mrs. Ward on her lesson on provide feedback to Mrs. Ward on her lesson on teaching continuity and circular writing. Include how to think about this lesson to extend the strategy and performance to future lessons.Cite the instructional practices used and how they impacted student learning.

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INSTRUCTIONAL FEEDBACK

Proactive method for adding an element to a teacher’s practiceteacher s practiceChanging/improving an element of a teacher’s practiceTo effectively introduce new pedagogical practices and/or substitute effective practices for ineffective onesS k t di tl i i t ti l tiSeeks to directly improve instructional practicesDirect and straightforward, but not used as a negative processPerson giving feedback controls interaction 48

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INSTRUCTIONAL FEEDBACK

When to use and not to use:When to use and not to use:o To teach fundamental important concepts and practiceso Not for correcting minor errors or suggesting possible

alternativeso This type of feedback is usually valued by novice

teacherso Can also be used with experienced teachers as a direct

i t ti l i t tiinstructional intervention

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INSTRUCTIONAL PROTOCOL

IntroductionDiagnosis

Invite Feedback

from Teacher

• Greeting• Set the tone• Outline the

session

• Ask a narrowfocus question

• Level of Prior Knowledge Identify the

instructional practice to

teachObserve

• Content• Process• Experience Push

Toward Transfer

•FutureApplications

• Essence•Inside/outside

example• Example for future

lesson• Schedule• Quality

demonstration

Observe Teacher

DemonstrationLesson

• “Observe• Engage in Feedback• Repeat as needed

Applications•Future Benfits

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SCENARIO

Miss Wilson’s Kindergarten class is learning to identify words that begin with the letter C. Mrs. identify words that begin with the letter C. Mrs. Wilson reads the students a story with lots of C words in the story. After reading the story, she asks the students to recall all of the words they can from the story that began with C. She then divided the students into groups of three and gave them a piece of chart paper and markers. The assignment was to find all of the words in the story that begin with C and write them on the chart paper.

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DISCUSSION

Using the Instructional Feedback Protocol, provide feedback to Miss Wilson. provide feedback to Miss Wilson. Share information on using mental models to visually help students identify, match the beginning and ending of C words, differentiate C words from other consonant sounds can enhance learning.Include other instructional strategies that you Include other instructional strategies that you would recommend as a way to move this lesson to level 3 learning (application and transfer).

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When Giving Feedback:

IMPORTANCE OF ASKINGQUESTIONS

Ask questions at the beginning of the feedback session to understand the teacher’s level of prior knowledge

Ask questions at the end to confirm Ask questions at the end to confirm the teacher understands the feedback and how to apply to their practice

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By asking appropriate questions, we create structures for teachers to reflect on their teaching

tipractice.

Socrates saw his task as helping people to “give birth” to new insights, since it was his conviction that real understanding must come from that real understanding must come from within….

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Questions that are good starting points to facilitate growing/learning partnerships:

How did this lesson address the needs of your three strongest and three weakest students?What would you do differently the next time you teach this lesson? Why?How will you know what your students know?How could you create an assessment tool that would help you teach these concepts?

Teachers are not necessarily looking for answers from an instructional leader, but expect them to know the correct questions.

“What is Instructional Leadership?”, Informative Assessment, Dec. 2007/January 2008

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What should students know and be able to do?How will students demonstrate what they know and can doHow do you determine students’ prior knowledge?How do you differentiate instruction for new learning (knowledge, concepts, skills)?How do you have students process new learning?How do you have students process new learning?How will you check for understanding? How will you use formative assessments? What are your assessments?What instructional strategies will you use to ensure learning experiences are productive for all students?How do you communicate objectives for learning in student friendly language?What opportunities will allow students to make real world connections using varied and complex thinking skills?How will you create a learning environment in which rituals, routines and structures ensure data informed teaching and learning? 56

“Talk About Teaching,” Charlotte Danielson

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Final Tips for Giving Feedback to Teachers Suggestion

Concern

V l

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Value

Clarity

LADDER OF FEEDBACK PROTOCOL

Step 1: Clarify. Ask clarifying questions to be sure youunderstand the idea or matter on the table. Avoid changing questions that are thinly disguised criticism.Step 2: Value. Express what you like about the idea ormatter at hand in specific terms. Do not offer a perfunctorygood, but," and hurry on to the negatives.Step 3: Concerns and suggestions. State your puzzles andconcerns and, when possible, couple them with suggestions concerns and, when possible, couple them with suggestions for improving what's on the table. Avoid absolutes: "What'swrong is. . . ." Use qualified terms: "I wonder if. . . ." "It seems to me. . . .)' Avoid criticizing personal character or ability and focus on ideas, products) or particular aspects of behavior. 58

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You observe Mr. Ballard, a7th grade language arts teacher, having his students complete homework for his classes

Scenario

having his students complete homework for his classes using the internet. He has created a blog site to which he has the students go to complete their homework assignments. You notice that the teacher has the skills to motivate students, especially the students that other teachers have written off. He allows students to text message responses to questions in class and is conscientious about teaching bell-to-bell.

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DISCUSSION

Using the Ladder of Feedback, provide feedback to Mr. Ballard. to Mr. Ballard. Follow the four steps on the ladder and be specific in addressing

ClarityValueConcernSuggestionSuggestion

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HOW NOT TO UNDERMINE A TEACHER’SCONFIDENCE

Be positive not artificially happyDescribe strengths specifically about how

th k i h l i t d t t lthe work is helping students to learnChoose words that communicate respectYour tone should indicate help and supportTeachers need to feel in charge of their own

growthSpecific enough that the teacher knows

what to do next, but not so specific that you do the work

“Feedback That Fits”, Informative Assessment, Dec. 2007/Jan. 2008

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WHAT WE SAY, HOW WE SAY IT ANDHOW WE REACT

Reading the Signs

How we say words, tone of voice, styleWords we use55%

38%Facial Expression, body language

7%63

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To craft effective feedback that leads feedback that leads to learning, put yourself in the y fteacher’s shoes.

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Always seek first to Always seek first to understand before giving feedback

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LISTENING BEFORE GIVINGFEEDBACK

Most people listen with the intent to reply. When another person speaks we are usually When another person speaks, we are usually 'listening' at one of four levels: Ignoring Pretending Selective listening Attentive listening gFeedback requires attentive listening

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Are We Listening?

Once again, provide feedback to Ferris Bueller’s teacher.

• What type of feedback would you use?

• What would be the focus of your feedback?

Wh t did h

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• What did you hear as you listened to the teacher?

• How did your feedback change from the beginning of this session?

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Design a Venn Diagram with Feedback Is on one circle and Feedback Is Noton the other.List two situations and contexts in the center of the Venn where you would give feedback to teachers and identify the type of feedback protocol you would use.

Performance of Understanding

Feedback IS

Feedback IS NOT

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3-2-1 BLAST OFF! TAKING THE NEXT STEP

3 New learnings on “How to Give Feedback to 3 New learnings on How to Give Feedback to Teachers”

2 “I Can…” statements on giving feedback to teachers

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1 Action that I will take within the next three days

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DEBBIE DANIELS KYCLS DIRECTOR

Thank You for the Opportunity to Share “How to Give Feedback to Teachers”

DEBBIE DANIELS, KYCLS DIRECTORKENTUCKY DEPARTMENT OF

EDUCATION

Debbie.Daniels@education.ky.gov - work502-564-4201

cedar2@foothills.net – Home606-793-0569 Cell

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