Helping SS Teachers

Improve
Instruction:
Providing Students
with Meaningful
Feedback
Scott M. Petri and Corbin L. Moore
OCSS Annual Conference
September 26, 2016

Todays Goals

Understand what makes

feedback meaningful for
students learning
Analyze the importance of
listening and speaking
skills
Learn several content
literacy and feedback
strategies to coach your
students to become better
communicators

Todays Goals
Find the appropriate
combination or balance of
listening, reading,
speaking, and writing
skills practice for your
classroom and students
Be inspired to try the
strategies discussed today
in your classroom

Effective Feedback

 Feedback is information
(provided by a teacher)
regarding aspects of ones
performance or
understanding.

It occurs typically after

instruction that seeks to
provide knowledge and
skills or to develop
particular attitudes.

Hattie & Timperley

(2007) recommend
three major feedback
questions:
1.Where am I going?
2.How am I going?
3.Where to next?

Summary of Effect Sizes Relating to

Feedback Effects

Social
Science
researchers
generally
interpret
effect sizes
as:
(small = .20;
medium = .
50; and large
= .80)

What Students Say About Instructor

Feedback
1. Almost 1/3 of teachers
take more than 13 days to
provide feedback on
written work.
2. Despite high rates of
electronic submission,
students did not report
receiving feedback

Effective Feedback: The Numbers

A Model
of
Feedbac
k to
Enhance
Learning

Types of Feedback

Feedback Recommendations
1. Comments recorded by
voice or audio may be a
time-saving substitute
forFace-to-face feedback
2. Provide students with
different types
offeedback,and evaluate
what is helpful for them
3. Modify the definition of
effective feedback for
your class.

Importance of
Listening &
Speaking

Research suggests that we

remember about 10% of what we
read, 20% of what we hear, 30% of
what we see, and 70% of what we,
ourselves, say.
-

MAX Teaching With Reading and Writing, Dr. Mark Forget

All Students are Language

Learners

Building Background Knowledge for

Academic Excellence

Robert Marzanos research for Building Background Knowledge for Academic Achievement (2004) shows that
approximately 55.4% of a student's academic vocabulary comes from the social studies.

College, Career, and Civic Life (C3)

Framework
for Social Studies State Standards

Balancing Content and Disciplinary

Literacy in the Classroom

Listening Comes First

Listenwise: Curated & Aligned Standard

s-based Social Studies Content

Listening Comes First

Listening Comes First

83 Episodes & Counting

Asynchronous Discussions

Lets Recap

Recap Introduction Video

Discussion about how to use Recap

Respectful Talk and Accountable Talk Stems

To help students participate in classroom discussions
in a respectful way, Sherwanda Chism trains her
students to use "respectful talk." This creates an
emotionally and intellectually safe environment for
students and trains them how to respectfully make
academic arguments. As you watch this short video
ask yourself:
How does Ms. Chism use accountable talk
stems?
What strategies and scaffolds does Ms. Chism
use to get her students to engage and
practice respectful talk?
How could you use these strategies to
encourage respectful and academic

Accountable Discussions Templates (English/Spanish)

discussions in your classroom?

Respectable Talk Video Transcript

Historical
Talking Tools

Poise-Voice-Life-Eye Contact-GesturesSpeed

Building a Speech vs. Delivering a Speech

Speaking Scaffolds

Document Camera/Projector can be used to

display notes/bullet points to ease speakers

Julian
Treasure

Online Speaking and Listening

Applications

Click on the Document shown above to access a comprehensive list of online tools.

Purposes and
Types
of Writing

Good writing is the

expression of good
thinking. Stating ideas
clearly in writing is a
key element of
literacy, but it is a skill
that takes constant
practice to learn.
- TCI Bringing Learning Alive

Purposes of Writing
Argument

Focused on discipline-specific content

Develop Claims and distinguish claims from alternate or opposing
claims
Support Claims with logic reasoning and textual evidence

Informative / Explanatory

Provide New Knowledge

Summarize Information
Develop a Concept
Define or Detail Components
Explain a Process

Narrative

Tell a Story or Biography

Account of an Event
Provide an Anecdote

Types of Writing
Ca
te
go
ry

Description

Evaluation /
Feedback Method

Ro
uti
ne
Wr
iti
ng

Focused
Freewrites and
Quiz Writing Discussion
starters, focus
questions,
brainstorming,
exit slips, 3/2/1
lists, getting ideas
down on paper.
This includes
writing for quick
assessments as
well as writing to
learn activities in
a learning
notebook.

Participation, on task
check, check for
correct answers.
These are writings that
can be checked in a
variety of ways. They
can be checked for
completion, correct
answers, a brainstorm,
thoughts, idea
generating etc...
Conventions,
organization and style
are less important than
completion or correct
answers.

Pa
pe
rs

Papers / Essays
- Informative
and Explanatory
essays provide a

Graded according to
Rubric aligned to the
Common Core State
Writing Standards /

Routine Writing
and Quick and
Frequent Feedback

Writing in
Social
Studies
Chapter 5 Excerpt
Write More, Grade Less

Collins Writing Progr

am

Five Types
of Writing

Why Use
Writing
Types
1
and
Why Use Types 1 and 2?
2?
Short and Informal
Preview Strategy (Type 1)
Quick Assessment (Type 2)
Frequency
Increases Fluency
Builds Comfort and Confidence
Writing is training, which makes the writer more coachable
Focus of Instruction
Feedback
Timely and Manageable
Easy to Incorporate into Current Classroom Practices
(i.e. Journals, Notebooks, etc.)

Student Writing Journals

Interactive Notebooks

GIST
Generating Interaction
between Schema and Text

R.A.F.T Papers

or Last Thought

Reading Rockets R.A.F.T. Paper Instructions

Role of the writer

helps the writer
decide on point of
view.
Audience for the
piece of writing
reminds the writer to
communicate ideas to
someone else and
chose a style.
Format of the
material helps the
writer organize ideas
and employ the
conventions of format,
such as letters,
interviews, and story
problems.
Topic or subject of the

R.A.F.T Papers

R.A.F.T Papers

M.E.A.L Paragraphs
Essay
Structure

or Last Thought

M.E.A.L Paragraphs
Essay
Structure

M.E.A.L Paragraphs
Essay
Structure

Literacy Strategy Resources Online

Content Literacy Books

Self Review /
Peer Review

The Writing Process

Prewritin
g

Drafting

Write Draft(s)
Include Main Idea and
Details

Revising

Self and Peer Editing

Online Grammar Tools
Teacher Feedback

Proofreadin
g

Complete Final Edits

Polishing Your Work

Publishin
g

Publish and Present Your

Work

Determine Purpose and Audience

Selecting a Topic
Analyze the Prompt / Question
Brainstorm, Plan, and Organize

Collins Writing Progr

am

Five Types
of Writing

Simplified CCSS Writing

Rubric

Criter
ia

Scor
e
Point
4

Scor
e
Point
3

Scor
e
Poin
t2

Scor
e
Poin
t1

Scor
e
Poin
t0

Readi
ng
Comp
rehen
sion
of
Key
Ideas
and
Detai
ls

The
student
respon
se
provide
s an
accura
te
analys
is of
what
the text
says
explicitl
y and
inferent
ially
and
cites
convin
cing
textua
l
eviden
ce to

The
student
respon
se
provide
sa
mostly
accurat
e
analysi
s of
what
the
text
says
explicit
ly and
inferen
tially
and
cites
textual
eviden
ce to
support

The
studen
t
respon
se
provid
es a
genera
lly
accura
te
analysi
s of
what
the
text
says
explici
tly or
inferen
tially
and
cited
textual
eviden

The
stude
nt
respo
nse
provid
es a
minim
ally
accur
ate
analy
sis of
what
the
text
says
and
cited
textua
l
evide
nce,
shows
limite

The
stude
nt
respo
nse
provid
es an
inaccu
rate
analys
is or
no
analys
is of
the
text,
showi
ng
little
to no
compr
ehens
ion of
ideas
expre

*Notes
The
type of
textual
evidenc
e
require
d is
grade
and

AIR Writing Rubrics

Grades 35 Informa
tive/Expl
anatory R
ubric
[PDF]
Grades 35 Opinion
Rubric
[PDF]
Grades 612 Inform
ative/Exp
lanatory
Rubric
[PDF]
Grades 6
-12 Argu

Writing Rubrics
Two writing rubrics are
available for grades 3
through 5:
informative/explanatory and
opinion. Two writing rubrics
are available for grades 6
through high school:
informative/explanatory and
argumentation. Each rubric
describes the score point
characteristics across three
domains.

Calibrate
Range

Calibratio
n of
Rubrics
among
peers
adds

Peer
Review
Sheet

Essay
Criteria
Chart

Robo Readers
Online Writing Support Tools

Hattie & Timperley

(2007) recommend
three major feedback
questions:
1.Where am I going?
2.How am I going?
3.Where to next?

Robo Readers

Robo Readers

Robo Readers

Robo Readers

Robo Readers

Robo Readers

Robo Readers

Robo Readers

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

Paper
Rater

http://www.PaperRater.com

Paper
Rater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

Paper Rater Data (N=116)

Kaizen
a

Whole Class
Feedback

https://www.youtube.com/watch?v=wJMyvwjpm-s

Use Writing to Improve Reading Comp

(Graham & Hebert, 2010)
Social Science
researchers
generally
interpret effect
sizes as:
(small = .20;
medium = .50;
and large = .80)

Next Steps
Integrate Routine Writing Assignments into your daily
lessons and short papers monthly or quarterly
Coach Students through the Writing Process by setting
Focus Correction Areas for Informative, Explanatory,
Argument, and Narrative Papers
Provide Feedback in writing, audio, and/or video
Train Students to effectively conduct Self and Peer
Reviews
Use Robo Graders to provide students with immediate
feedback on grammar and conventions, which allows
teachers to focus on the student's argument /explanation,
claims and supports, and organization.

Recap of Todays Goals

Understand what makes

feedback meaningful for
students learning
Analyze the importance of
listening and speaking
skills
Learn several content
literacy and feedback
strategies to coach your
students to become better
communicators

Recap of Todays Goals

Find the appropriate
combination or balance of
listening, reading,
speaking, and writing
skills practice for your
classroom and students
Be inspired to try the
strategies discussed today
in your classroom

Thank You
Scott Petri
scottmpetri@gmail.com
@scottmpetri
Corbin Moore
corbinmoore1@gmail.com
@corbinmoore1

Integrating
Technology
To Provide
Meaningful
Feedback
Scott M. Petri and
Corbin L. Moore
OCSS Annual Conference
September 26, 2016

Improve
Instruction:
Providing Students
with Meaningful
and Timely
Scott
M. Petri and Corbin L. Moore
Feedback
OCSS Annual Conference
September 26, 2016

Extras

Selecting a Topic /
Analyzing the Prompt

Selecting a Topic
THE TOPIC NARROWING FUNNEL

https://hamiltoncityschools.com/historyday/

Dissecting the
Prompt

Informative / Explanatory
Writing asks students to

Identify
Analyze
Organize and Classify
Compare / Contrast
Show Cause and Effect
Summarize
Describe
Explain
Trace / Sequence
Support

Using Questions in the

Classroom

Using Questions in the

Classroom
Compelling Questions

Supporting Questions

- Teaching Historical Thinking with Objects Online Course, SmithsonianX

Compelling
Questions

VS

Address problems and issues

found in and across the
disciplines;
Require students to apply to
disciplinary concepts and skills;
Require students to construct and
argument;

Supporting
Questions

Contribute to understanding of
compelling question;
Focuses on descriptions,
definitions,
and processes;
General agreement in the field;
Require students to construct an
explanation;

Compelling questions emerge

Grounded in curriculum and
from students curiosities;
content.
- College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Compelling
Questions

VS

Supporting
Questions

What path should the

transcontinental
pipeline take?

What are the five

largest sources of oil
for U.S. Markets?

Was the American

Revolution
Revolutionary?

What were the

regulations placed on
the colonists under
the Townsend Acts?

Should our
community grow?

Who are community

- College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Brainstorming, Planning, and

Organizing

Question Sandbox