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Iowa Science

Learning Community

December 6th, 2022

Slide Deck: https://bit.ly/ISLC22-23_S2

*Please rename yourself with a T ( teacher) or S (support role-instructional coach, administrator, etc) at the end of your name.

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Example: Tammy Askeland-Nagle S

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Facilitator Introductions

Tammy Askeland-Nagle

Mississippi Bend AEA

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Amy Johannsen

Southeast Polk CSD

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Jason Martin-Hiner

Keystone AEA

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Allison McPherren

Southeast Polk CSD

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Becky Wildman-Swartz

Southeast Polk CSD

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Slide Deck: https://bit.ly/ISLC22-23_S2

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Agenda and Outcomes

LEARN

  • To identify resources and tools that can be utilized to implement feedback strategies in the classroom as part of the learning process.

SHARE

  • To learn from a coaching conversation how to implement feedback strategies as part of the learning process.

ACT

  • To determine how to implement a selected strategy and/or resource in your context.

Slide Deck: https://bit.ly/ISLC22-23_S2

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Welcome

We are excited to have educators participating in the Iowa Science Learning Community from across the state!

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Please drop in the chat your

  • district/organization,
  • the AEA in which it’s located, and
  • a celebration you would like to share

Slide Deck: https://bit.ly/ISLC22-23_S2

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Iowa Science Learning Community (ISLC)

The ISLC is a community for improving science teaching and learning across Iowa by working together to figure out our problems of practice.

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We appreciate the willingness of all members of the community to share what they are currently doing to solve these problems.

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Slide Deck: https://bit.ly/ISLC22-23_S2

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Archived Webinars From Last Year

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Revisit Our Community Agreements

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Small Group Reconnect

Introductions and (as time allows):

  • Revisit what people posted on the Jamboard from our first session. Did you have a chance to try anything you learned about?
  • Look at the diagram on the right.
    • What ties do you see to creating the best environment for actionable feedback (Session #1)?
    • Have you had an experience that reflects one of these quadrants? What was it?

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How can feedback be used as part of the learning process?

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LEARN

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What makes feedback actionable?

  1. It needs to have a cognitive factor - make the recipient THINK about the feedback. Where am I at now?

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  • It needs to have a motivational factor - make the recipient to do something with the feedback. Where to next - or how do I close the gap?

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Creating a Culture of Feedback

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  • Student trackers
  • Clear learning targets
  • Proficiency scales
  • Student checklists

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  • Assessment - Piece of Evidence
  • Rubrics and Checklists:
    • Teacher-student
    • Student-student
    • Student self

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  • Intentional learning activity
  • Student collaboration - helps make thinking visible
  • Checklist or rubric

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Resources for the Learning Progression

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As you listen to the coaching conversation about to take place, keep the following questions in mind:

  • What evidence do you hear of “actionable feedback”?
    • Cognitive
    • Motivational
  • What evidence do you hear of how can feedback be used as part of the learning process?
  • How are checklists and rubrics used in the learning process?

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SHARE

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Coaching Conversation

Teachers - Becky, Allison

Amy Johannsen - Instructional Coach

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Self-assessment is important because it provides students with an opportunity to think metacognitively about their learning.

Research suggests that improved understanding of one’s own learning is a critical strategy that can lead to improvements in learning.

Beginning of the Year

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Creating a Culture of Feedback

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Feed Up - What is the goal?

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Creating a Culture of Feedback

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Feed Back - Original Piece of Evidence

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Creating a Culture of Feedback

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Intentional Learning Activity

  • Students received the rubric used by teachers
  • Students paired up - given a different scenario
  • Students switched papers and used the rubric to “grade” their peers work

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Creating a Culture of Feedback

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Checklist provided for self-feedback

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Creating a Culture of Feedback

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Revision based on checklist

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SHARE: Large Breakout Rooms

  • What evidence did you hear of “actionable feedback”?
    • Cognitive
    • Motivational
  • What evidence did you hear of how feedback can be used as part of the learning process?
  • How are checklists and rubrics used in the learning process?

You’ll be invited to a breakout room based on your self-selected roll - Teacher or Support. Make sure you have added a T (teacher) or S (Support) to your name in Zoom to help with breakout room assignments.

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What are we trying to figure out?

What did we figure out?

How does this help us understand how the ecosphere survives?

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How does this help us build our ecobottle?

How does the matter and energy we ingest change in our bodies?

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What do our bodies use the energy and matter for?

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Ecosphere Unit Tracker

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Copy the following graph, with all its parts, onto your table and/or giant whiteboard.

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  1. Individually answer the question.
  2. Trade your answer with your shoulder partner. Reach a consensus in your thinking. Write your consensus on a small whiteboard.
  3. Trade your consensus with your table group. Reach a consensus in your thinking. Write your consensus on a large whiteboard so everyone can read it easily.

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Self-assessment is important because it provides students with an opportunity to think metacognitively about their learning.

Research suggests that improved understanding of one’s own learning is a critical strategy that can lead to improvements in learning.

December

ALL Students

Set goals

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3rd time

  • Example student assessment
  • Partners evaluate “student work”
  • “What would make it better?”
  • Larger group consensus
  • Whole class with remaining questions

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Coaching Perspective and Conversation Tools

  • Possible resources to develop checklists/rubrics:
  • For learning activities or assessments:
    • STEM Teaching Tool - SEP Task #30
    • STEM Teaching Tool - CCC #41
  • For coaching conversations:
    • Central Rivers IC Maps

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SHARE: Large Breakout Rooms

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Breakout room: Time for reflection and networking around the coaching conversation and our problem of practice:

How can feedback be used as part of the learning process?

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You’ll be invited to a breakout room based on your self-selected roll - Teacher or Support. Make sure you have added a T (teacher) or S (Support) to your name in Zoom to help with breakout room assignments.

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ACT

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ACT

  • How did our norms and agreements support your learning during today’s session?
  • How did you do with realizing the agreement you chose to focus on?

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ACT

  • You can post on the frame that best matches your current role.
  • Use the “sticky note” button to start a new note
  • Add your name
  • Prompts for your post can be found on the next slide.

Visit and post to our community Jamboard with your ideas.

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ACT

  • How do you plan to utilize the resources that were shared during this session?
  • What new ideas do you have now that might help overcome barriers?
  • What are some actions you can take tomorrow to support students in using feedback as part of the learning process?

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Next Session - Jan. 31st

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Session #3 - How can we give actionable feedback to students in an efficient way?

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  • Before our next session: Implement the action you identified on the Jamboard and read what others are planning to do. We’ll set aside some time for sharing your progress during our next session.

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  • Feedback Google Form �

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Contact information:

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