Keewaydin Project Plan

Keewaydin has set a focus on the development and use of academic feedback as part of its
strategic goals. This project aims to gather data to identify examples of and to measure the frequency
of academic feedback provided to students.

Classroom observations
5th grade
Harriss

* It was great that you're preparing your students for MCA, with a "DANG" worksheet
that they can use.
"Things to remember in the 5th grade MCA test"

* Students working in groups to brainstorm things to remember in order to do well in the

MCA test.

* You were using lots of content vocabulary with students and most students were also
using the vocabulary with your support: parallelograms, fractions, etc.

* A student was able to take a break, came back and engaged immediately with the group.

Thompson
* Clear expectations for routines and procedures -

Whats your job while you are reading? Student reads form the Promethean Board
- While we read, RYH if you see a signpost that we should mark!

Exit criteria

Transitions were organized and minimal instructional time was lost.

*Instructional strategies Students had opportunities to meaningfully practice, apply and

demonstrate their learning.

working on individual packets (Book club response)

20/21 students were engaged in classroom activities

signpost examples.

*Content Language explanation of content was clear, students used content language
during class (Aha moment, memory moment, words of the wiser, internal conflict, and
external conflict).

Mcinerny
*Learning target was posted and students were able to articulate the
learning target - I can create a questions for a visiting author

*Safe learning environment Students feel comfortable singing,

laughing, making jokes positive relationship with each other.

*Routines and procedures - The transition was organized and no instructional time was
lost.
Clear expectations for students: Who would like to remind everyone how did I
ask you to go to your tables?
3 students answered silently
T go
Students went silently to their tables and started their work right away.

4th grade
Delveaux

* Learning target was communicated before the lesson - I can draw conclusions and
make generalizations in response to text.

* Students were able to use content language during class interactions, for example, title,
economy, legend, and names of maps.

*Academic Feedback was provided to students

T - Do you remember how we call this map?
Yes! Good job a relief map
The second map, look at all the different parts, title, legend, key.

Hall

* Providing wait time so more students can participate.

* Learning Targets were posted on Promethean Board.

* Safe learning environment -

T - Think for a second, close your eyes.
Students felt comfortable making guesses

Johnson

* Teacher was circulating around to different students and groups providing feedback
on their writing assignments.
T - explained the structure of the weekend news writing assignment (paragraphs 1-5).
* Students were engaged working on a region map, morning work or reading
independently.
* Students created a rubric for self-assessment, the lesson and timeline.
* Students were able to explain what they working on.
For example, one group talked to me about the Pacific North region, and the 4
states.
* Students were asking for behavior feedback.
S - How was may day?
T - You day is going well!

3th grade
Currier
* Teacher writes clear directions for students under doc camera:

Reread book if you need to

Work on packet
Read other Egypt books.

* Transitions are organized and orderly and no instructional time was lost. Students
started independent reading, partner reading, or packet work right away.

* Students were able to use content language during class interactions.

Evidence from students:

Egypt has pyramids

Egyptians have a king and he was only 9 years old
Only rich families went to school
A lot of different cultures have mummies, not only Egypt. For example, China.

Brown
Building MCA stamina!
* Student discussions provided evidence of cognitive engagement. Students explaining
how they solved math problems.

* Routines and procedures Students follow clear routines during class Transition to
recess - Line leader was calling quiet groups to line up.

6th grade
Smith
*Students writing exit tickets, explaining if the items were living or non-living. Students
example: Milk is non-living because it does not reproduce, it does not need oxygen.

*Transition was less than 3 minutes. Students were sitting, getting materials out, and
started writing activity from the Promethean Board. (3 min to complete the activity)

* Questioning and discussion:

T What evidence do you have?
S Diamond is non-living because it doesnt need water.
T What makes bacon non-living?
S it doesnt move.
T yeah! It doesnt eliminate waste.

*Learning Targets were posted I can compare and contrast scientific information.
Berg
* Students were able to communicate learning targets and directions.
Locate 6 pictures related to History Day project.
Write a caption describing the picture in 2 or more sentences.

* Teacher conferencing with individual students providing specific academic feedback.

S- Mr. B is this good?
T- Ok, you have your caption, and then what else can you describe more about
him? You need to describe more about the photo.

* Students were using the handouts with definitions, examples, reader behavior, required
information, and tips.

* Students were cognitively engaged and demonstrated the use of higher order thinking.
They were able to explain their projects, and why they are important to research.
Martinson
*Learning Target, schedule of the day and steps to solve the math problem were posted
I can compare table and graph representations oaf the same data.
1 warm up
2 Collect HW and MCA review
3 Problem 1.3

* Teacher was circulating around to different students and groups providing feedback.
T - Remember we are counting on the line, not the space. Dont forget to start from 0.
Do I have enough room to count by 1s?
S- No
T Do I have enough room to count by 2s?
S- no, by 5s
T yes! by 5s
T Ok. You have to keep going, you cant stop as soon as I leave.

*Teacher shared expectations for sharing out.

I dont care about mistakes; I need to hear from you! Sometimes I learned more from my
mistakes, so I need to hear from you.
 Analysis of the data collected - Academic Feedback

Feedback is key to learning. Growth occurs when someone offers a perspective that causes a
person to reconsider his or her current stance. The impact of high-quality assessments is partially lost
unless feedback is targeted and timely so that the information received is purposeful to the individual's
needs.

Through classroom observations my goal was to gather data to identify examples of and to
measure the frequency of academic feedback provided to students. During the two weeks at
Keedwaydin I conducted a total of 11 informal observations, these observations were between 15 and
20 minutes, grades 3rd 6th.

DATA
64% - 7 out of 11 classroom observations, the teacher established and
maintained classroom routines and procedures.

55% - 6 out of 11 classroom observations, the teacher communicated learning

targets and directions.

o 45% - 5 out of 11 classroom observations, students were able to articulate

the learning target and directions.

45% - 5 out of 11 classroom observations, the teacher uses instructional

strategies to engage students in learning.

36% - 4 out of 11 classroom observations, students used content language

during class interactions and/or were supported to use content language by the
teacher.

36% - 4 out of 11 classroom observations, students received specific academic

feedback that promoted cognition. Examples from observations:
Teacher conferencing with individual students providing specific academic feedback.
S- Mr. B is this good?
T- Ok, you have your caption, and then what else can you describe more about him?
You need to describe more about the photo.
Teacher was circulating around to different students and groups providing feedback
on their writing assignments.
T - explained the structure of the weekend news writing assignment (paragraphs 1-5).
Teacher was circulating around to different students and groups providing feedback.
T - Remember we are counting on the line, not the space. Dont forget to start from 0.
Do I have enough room to count by 1s?
S- No
T Do I have enough room to count by 2s?
S- no, by 5s
T yes! by 5s
T Ok. You have to keep going, you cant stop as soon as I leave.
 18% - 2 out of 11 classroom observations, students assessed the quality of their
own work against established expectations for student learning and established
assessment criteria. Self-assessment
Students created a rubric for self-assessment, the lesson and timeline.

Next Steps
The staff had 2 half-day sessions of professional development on academic feedback last fall
and winter, in addition to these two sessions; here are some ideas to increase academic feedback:

Provide once a month professional development on academic feedback. (See resources)

Engage faculty in dialogue around academic feedback - handout for teachers (example below)
Encourage teams/ILT to keep the focus on academic feedback during PLC time and
Implement grade level learning labs on academic feedback.
Conduct academic feedback walkthroughs (example below)

Resources
http://www.edugains.ca/resourcesAER/VideoLibrary/Feedback/ViewingGuideFeedbackAfLVideoSerie
s.pdf
 Academic Feedback Walkthrough Evidence Form
Description: Feedback is one of the most powerful teaching strategies that can be used with all ages and across all grade levels. Wise
feedback helps convey high expectations to students, gives them the specific feedback they need to grow and research suggests that it
can have a powerful impact on a students level of trust in their teacher and school.
Why use it: High Quality Examples:
Task Level Most effective on simple tasks (necessary T: Your response to #3 which was to identify the
foundation for process and self-regulation feedback). authors purpose was correct. How did you figure that
Process Level Enhances deeper learning. Process level out? (Task)
feedback can move students toward confidence, T: Remember the two different strategies you can use
motivation and self-efficacy. when figuring out a word you dont know; try one of
Self-regulation: When feedback results in students those. (Process)
directing their attention back to the task and invest more T: You know the criteria for citing evidence in a text;
in the task. check to see that you have done that correctly in
Self Level: Praise directed to the effort, self-regulation, paragraph 3 and 4. (Self-regulation)
engagement or process relating to the task can enhance T: The amount of effort you put into this writing
self-efficacy. example is noticeable because (Self Level)
High Standards + Assurance + Specific Feedback and Guidance = WISE FEEDBACK
High Standards convey to students that you have high expectations for them.
Assurance help students understand that you believe in them and know they can meet your high standards.
Specific Feedback and Guidance help students understand exactly what they must to do to meet the high standards.

Type of Feedback Evidence

Task Level

Process Level

Self-regulation

Self Level

Wise Feedback
 Academic Feedback
Description: Feedback is one of the most powerful teaching strategies that can be used with all ages and across all grade
levels. Wise feedback helps convey high expectations to students, gives them the specific feedback they need to grow and
research suggests that it can have a powerful impact on a students level of trust in their teacher and school.
Why use it: High Quality Examples:
Task Level Most effective on simple tasks T: Your response to #3 which was to identify the
(necessary foundation for process and self- authors purpose was correct. How did you figure
regulation feedback). that out? (Task)
Process Level Enhances deeper learning. Process T: Remember the two different strategies you can
level feedback can move students toward use when figuring out a word you dont know; try
confidence, motivation and self-efficacy. one of those. (Process)
Self-regulation: When feedback results in students T: You know the criteria for citing evidence in a
directing their attention back to the task and invest text; check to see that you have done that correctly
more in the task. in paragraph 3 and 4. (Self-regulation)
Self Level: Praise directed to the effort, self- T: The amount of effort you put into this writing
regulation, engagement or process relating to the example is noticeable because (Self Level)
task can enhance self-efficacy.

High Standards + Assurance + Specific Feedback and Guidance = WISE FEEDBACK

High Standards convey to students that you have high expectations for them.
Assurance help students understand that you believe in them and know they can meet your high standards.
Specific Feedback and Guidance help students understand exactly what they must to do to meet the high standards.

Handout for
teachers