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Know thy Impact
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Know thy Impact
Know thy impact
what effect does feedback have?
Data
Visible Learning
Effective feedback
Hattie, 2012
Feedback for teaching
Feedback in the professional world
Questions for reflection
schools are data rich
its about the interpretation
focus on progress
which students have I had more or less impact on?
mindframe 1 - I am an evaluator
mindframe 2 - I believe that the success/ failure of my students is about what I did or didn't do
mindframe 4 - assessment is feedback about my impact
'Feedback is most powerful when it is from the student to the teacher. What they know, what they understand, where they make errors, when they have misconceptions, when they are not engaged - then teaching and learning can be synchronised and powerful. Feedback to teachers makes learning visible'
Shirley Clarke, 2014:
this is the spirit and practice of formative assessment - the constant quest to find out what children know
- prior knowledge questions
- ongoing questioning & delving
- frequent talk partner/ class discussion
- mid-lesson learning stops
5 strands
"intel inside"
starting point for disucssion
educators as evaluators of their impact
'practice' of teaching
feedback is a 2-way process
settting the bar - "hinge point"
assessment of pupils is powerful feedback
AifL - 'assessment for teaching' - Shirley Clarke, 2014
what do you know about your impact on all students in your school?
how do you know?
to what extent does data and evidence drive practice in the school?
relational trust- culture within the school
- respect
- competence
- personal regard for others
- integrity
"My role as a teacher is to evaluate the effect I have on my students"
- understand the core concepts of the 'know thy impact strand'
- have reflected on your own impact and have identified how you can move forward with this in school
Mindframe 1 - key questions
- how do I know that this is working?
- how can I compare this with that?
- what is the merit and worth of this influence on learning?
- what is the magnitude of the effect?
- what evidence would convince me that I was wrong in using these methods and resources?
- do I share a common conception of progress with other teachers in this school?