Supporting Teacher Learning through Self and Peer Observation E. - - PowerPoint PPT Presentation
Supporting Teacher Learning through Self and Peer Observation E. Caroline Wylie, ETS NCSA, Philadelphia, 2016 6/20/2016 Overview Purpose and outline of the online training modules A process for collaborative inquiry and learning
NCSA, Philadelphia, 2016
6/20/2016
The FARROP training modules:
about formative assessment practices
Observation Protocols (FARROP);
personal and professional biases that could affect observations of
varying levels of the rubric;
requesting and receiving feedback from a peer. But:
formative assessment in the classroom
reliability needed for high-stakes evaluation systems
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There is a series of seven modules for the basic training. 1. Introduction and Understanding Bias 2. Learning About the Dimensions: Learning Goals and Criteria for Success 3. Learning About the Dimensions: Tasks/Activities, and Questioning Strategies 4. Learning About the Dimensions: Self-Assessment, Peer Feedback, and Collaboration 5. Learning About the Dimensions: Feedback Loops, Descriptive Feedback, & Use of Evidence 6. Giving and Receiving Feedback 7. Putting It All Together: Reflecting on Two Lessons Across All Ten Dimensions
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Scaffolded learning
experiences
distinctions among levels for each indicator
focus on information provided in observation notes
videos with context information, opportunity for the teacher to write up evidence followed by presentation of notes from master coding
to rubric levels
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Content Indicator Connections Indicator Presentation Indicator Reference Indicator
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Collect Information
dimensions for focused practice.
lesson.
assessment of the lesson against specific dimensions.
Process Information
perspectives on the lesson.
aside for a day if you feel that you strongly disagree with it. Come back with fresh eyes the next day.
selected dimensions.
two perspectives with respect to the rubrics.
and weaknesses.
Take Action
insights about the dimensions, the rubrics, and your formative assessment practice in your journal.
previous action plan.
feedback you received, update your current action plan or start a new
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Collect information
episodes prior to
selected dimensions prior to observation.
focusing note-taking
dimensions.
Process information
to be scored:
relevant evidence,
identify the rubric that best matches across all indicators, and
statement.
Take action
about the rubrics, the dimensions, and your formative assessment practice in your journal, based on the
action plan.
action plan or start a new one to reflect any insights.
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Action Who is responsible for each action? Person Being Observed Observer No One Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan
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Action Who is responsible for each action? Person Being Observed Observer No One Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan
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Action Who is responsible for each action? Person Being Observed Observer No One Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan
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Action Who is responsible for each action? Person Being Observed Observer No One Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan
The research on feedback identifies three important considerations for providing effective feedback:
Understanding the research and how it plays out in the FARROP
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What We Know from Research on Feedback How We Applied the Research to the FARROP Feedback is more effective when information is gathered from oneself as well as from others. For FARROP, that translates to encouraging teachers to reflect on the observed lesson before getting feedback from the peer. Feedback is more effective when the source of the information is perceived as credible, knowledgeable, and well intentioned.
examples so that the feedback is as accurate as possible.
learning together. Assume that the feedback is well intentioned even if you don’t agree with all of it, or if you have to step away from the feedback after you first read it. Feedback from a peer is more effective than feedback from someone of higher status. For FARROP, we are focusing on peer-to-peer
teacher leader, since the latter provides less opportunity for reciprocal learning.
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What We Know from Research on Feedback How We Applied the Research to the FARROP Feedback is more effective when it is focused. The observed teacher is in control and gets to identify the specific areas on which she or he wishes to focus. Feedback is more effective when it creates cognitive dissonance. Positive feedback causes less dissonance and reflection, and therefore less growth.
area for improvement, being given feedback that says that the evidence was best characterized as Developing practice can be disconcerting.
an area you thought was strong can be challenging, and you may need a little time to process it. It’s OK to ignore feedback for a day before coming back to it. Feedback is more effective when it creates models for appropriate behavior. In addition to reviewing the evidence and the summary statements from the observer, refer back again to benchmarks and rubrics—especially the next level above your current level—to help you develop your action plan for moving forward.
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What We Know from Research on Feedback How We Applied the Research to the FARROP Feedback is more effective when it is considered as a process, There should be multiple cycles of observation, feedback, reflection, and action planning. Feedback is more effective when the information from the provider of feedback is judged to be confidential. As noted earlier, it is critical to protect each other’s privacy and to not talk about what you observed outside of the classroom.
rubrics.
modules, on teachers’ level of confidence in the process of peer
whether/how they change over time, whether/how accuracy impacts teachers’ ability to use the information to spur reflection
and the impact of feedback from school-based peers versus virtual peers.
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