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Connect with educators around the world!

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Article summarizing feedback study. (Original Study embedded)

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

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The Simple Phrase that Increases Effort 40% - Daniel Coyle

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

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Visuals about how to model progressions were interesting and could be useful in particular task. If you have more examples of these for different subject areas that would be useful.

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EKC

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BCIS G8 & G9_ Designing for Learning & Transfer in the MYP Classroom

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Frey, Hattie, and Fisher (2018)

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Developing Assessment-Capable Visible Learners, Grades K-12

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Developing Assessment-Capable Visible Learners, Grades K-12

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Nancy Frey, John Hattie, Douglas Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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Make a Copy

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We plan to try giving strategies to small groups FIRST before teaching thinking strategies and let students decipher and explore while listening in and "huddling up" to promote meaningful discussions.

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EKC

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Use the planning guide to the left to gain clarity on upcoming learning.

Plan in whatever form works best for you (a Doc, paper and pencil, a Jamboard, etc.). Post your draft plans below (link, file, or picture).

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Gots:
-Matching skills/outcomes/goals with Criteria and actual teaching and learning experiences
-brainstorming time
Wants:
-a collection of different type of learning experiences (games etc). that a teacher can use.

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EKC

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Living Agency - Growing in Sound Judgment and Decision-making

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Living Agency - Growing in Sound Judgment and Decision-making

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Napper and Rao (2020)

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Heidi L. Andrade and Margaret Heritage

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Table of Contents

List of Figures, Tables, and Boxes

Preface

Chapter 1: Introduction to Formative Assessment

Overview

What About Grading?

Three Guiding Questions

Formative Assessment Influences Learning through Feedback

Formative Assessment and Self-Regulated Learning

Classroom Culture and Formative Assessment

Chapter 2: Actionable Principles of Formative Assessment

Overview

Middle School Classroom

Elementary Mathematics Lesson

Diagnostic Items

Self-Regulated Learning, Self-Efficacy, and Motivation

Chapter 3: Clear Learning Goals and Criteria

Overview

Learning Goals Derived From Standards

Learning Goals Derived From Learning Progressions

Performance and Product Criteria

Performance Criteria

Product Criteria

Checklists

Rubrics

Goals, Criteria, and Self-Regulation

Co-Constructing Criteria With Students

Chapter 4: Collecting and Interpreting Evidence of Learning

Overview

Collecting and Interpreting Evidence as Students Work

Collecting and Interpreting Evidence of Learning From Diagnostic Items

Collecting and Interpreting Evidence of Learning From Parallel Tests

Collecting and Interpreting Evidence of Learning With Technology

Researcher-Developed Tools

Online Assessment Response Tools

Evidence Quality

Validity in Formative Assessment

Reliability in Formative Assessment

Fairness in Formative Assessment

Using the Evidence

Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment

Collecting and Interpreting Evidence of Learning From Peers

Student Interpretations of Feedback

Chapter 5: Taking Action

Overview

Teachers Taking Action

Continue With the Lesson as Planned

Make Immediate Instructional Adjustments

Modeling

Prompting

Questioning

Telling

Explaining

Directing

Providing Feedback

Make Plans for Subsequent Lessons

Students Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria

Summing Up and Moving Forward

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers.

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Minilesson Architecture for Inquiry Method

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Minilesson Architecture for Inquiry Method

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We want to work on time management/structure of the lesson so that we can implement the mini-lesson effectively. We want to try some "new moves".

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eliza.beth.a.stark@gmail.com

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Got- how beneficial a visual micro progression can be for the students 

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Got- how beneficial a visual micro progression can be for the students 

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Patrick Griffin

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Assessment for Teaching [Griffin, Patrick] on Amazon.com. *FREE* shipping on qualifying offers. Assessment for Teaching

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Plan to try video delay to analyze performance and strategies used. Advancing tech to provide larger scale view during gameplay. Try mini lesson in class to have students demonstrate progression independently.

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Math Criteria Div - Degree of Accuracy in Real Life 

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Math Criteria Div - Degree of Accuracy in Real Life 

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What's the Height investigation. Applying concepts of similar figures/triangles to discover the height of objects that cannot be measured by students (tree or building etc) by measuring shadows and applying scale factors.
Step 1: Prompting/sparking questions "Considering the problems of accuracy encountered when you went outside and measured, how can you design and innovate a measuring tool that is more accurate?"
Step 2: small group and 1:1 conferences to prompt/challenge. Teach innovation/thinking skills
Step 3: Discussion posts of Schoology, explore the problems that need fixing in depth, collaborate
Step 4: Collaborate, communicate, design cycle

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I liked some of the tools that were shared and some of the prompts that got me thinking about how I'm planning progression of learning for students.

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Dylan Wiliam and Siobhan Leahy

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embedding formative assessment: practical techniques for k-12 classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms [Dylan Wiliam, Siobhan Leahy] on Amazon.com. *FREE* shipping on qualifying offers. Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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We plan to try analyzing existing products as whole groups first with different scaffolds to allow for more visible thinking.

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The planning and design tool

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Dr. Paul Napper and Dr. Anthony Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself-reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.

Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.

Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms - Kindle edition by Rao, Anthony . Download it once and read it on your Kindle device, PC, phones or tablets.

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We plan to continue using questioning as a method for diving deeper into content and skill building.

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Handbook of Self-Regulation of Learning and Performance

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Handbook of Self-Regulation of Learning and Performance

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Edited by Dale H. Schunk and Jeffrey A. Greene

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Table of Contents

Contents

1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

Dale H. Schunk and Jeffrey A. Greene

Section I. Basic Domains of Self-Regulation of Learning and Performance

2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk

3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne

4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance

Rick H. Hoyle and Amy L. Dent

5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

6. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Allyson Hadwin, Sanna Järvelä, and Mariel Miller

Section II. Self-Regulation of Learning and Performance in Context

7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin

9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications

Gale M. Sinatra and Gita Taasoobshirazi

11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie

12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans

13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto

15. Teachers as Agents in Promoting Students' SRL and Performance: Applications

for Teachers' Dual-Role Training Program

Bracha Kramarski

Section III. Technology and Self-Regulation of Learning and Performance

16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos

17. Understanding and Reasoning About Real-Time Cognitive, Affective, and

Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld

19. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Peter Reimann and Maria Bannert

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won

21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan

23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier

24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki

25. Data Mining Methods for Assessing Self-Regulated Learning

Gautam Biswas, Ryan S. Baker, and Luc Paquette

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance

26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning

Peggy P. Chen and Héfer Bembenutty

27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions

Stuart A. Karabenick and Eleftheria N. Gonida

28. The Three Faces of Epistemic Thinking in Self-Regulated Learning

Krista R. Muis and Cara Singh

29. Advances in Understanding Young Children's Self-Regulation of Learning

Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä

30. Self-Regulation: Implications for Individuals With Special Needs

Linda H. Mason and Robert Reid

31. Culture and Self-Regulation in Educational Contexts

Dennis M. McInerney and Ronnel B. King

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Handbook of Self-Regulation of Learning and Performance

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The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field.

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Focus on mini-lesson planning for different pieces of the lab report. First stop - which graph to best represent our data.

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter H. Johnston

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In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.

Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.

This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
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In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Words shows how teachers accomplish this using their most powerful teaching tool:

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Use this resource to keep track of potential conferences and conferences you've had.

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BCIS Conference with an 8th Grade Writer

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BCIS Conference with an 8th Grade Writer

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Design Principles that Support Translanguaging

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Design Principles that Support Translanguaging

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-How am I already fostering flexible use of languages?
-What ideas am I interested in trying?

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it?

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Translanguaging is becoming a hot topic in education, especially in international schools, where linguistically diverse classes are the norm. However, the topic also generates confusion and concern for many educators, due to the fluid nature of the definition and conflicting/concurrent definitions such as code-switching, code-meshing, interlingual teaching and so on.