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Six Steps For Effective Feedback:: 1 Praise

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119 views

Six Steps For Effective Feedback:: 1 Praise

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api-240251499
Copyright
© © All Rights Reserved
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SIX STEPS FOR EFFECTIVE FEEDBACK:

Leading Post-Observation Face-to-Face Meetings


Praise—Narrate the positive:
1 What to say:
Praise • “We set a goal last week of ______ and I noticed how you [met goal] by [state concrete
1-2 min positive actions teacher took.]. What made you successful? How did it feel?”
Probe—Start with a targeted question & add scaffolding as needed:
Opening probe:
• “What is the purpose of _______ [certain area of instruction]?”
• “What was your objective/goal for ________ [the activity, the lesson]?”
Scaffolding:
Level 1 (Teacher Drives)—Teacher self-identifies the problem:
• “Yes. What, then, would be the best action step to address that problem?”
Level 2 (Leader’s Hands on Wheel)—Ask scaffolded questions:
2 • “How did your lesson try to meet this goal/objective?”
Probe Level 3 (Put on Brakes & Hands on Wheel)—Present classroom data:
2-6 min • “Do you remember what happened in class when ___? [Teacher then IDs what
happened] What did that do to the class/learning?”
• Show a video of the moment in class that is the issue. “What happened in this moment?”
Level 4 (Leader Drives; Teacher Responds)—Intervene or Model:
• Modeled by leader: “What did you notice about how I did it?”
• Intervention in class: “When I intervened, what did I do?”
• Show video of effective teaching: “What do you notice? How is this different than what
you do in class?”
Use probing to lead to bite-sized action step:
3 • “So based on [what we talked about], our action step is [teacher or leader states it].”
Action Step • State clearly and concisely language the bite-size action step that is the highest lever.
1 min • Make sure the teacher writes it down and can clearly state the action step.
Practice—Role play how to implement action step in current or future lessons:
4 • Jump into role play and act out confused/noncompliant students:
Practice What to say:
As much time as • Level 1: “Let’s practice together. Do you want me to be the teacher or the student?”
remains • Levels 2-3:
o “Let’s try that.” or “I’m your student. I say/do ____. How do you respond?”
• Level 4: Model for the teacher, and then have them practice it.
5 Plan Ahead—Design/revise upcoming lesson plans to implement this action:
What to Say:
Plan Ahead • “Where would be a good place to implement this in your upcoming lessons?”
As much time as
remains
• Make sure teacher writes out the steps into lesson plan, worksheet/activity, signage, etc.
Set Timeline for Follow-up:
• Levels 1-2: “When would be best time to observe your implementation of this?”
• Levels 3-4: “I’ll come in tomorrow and look for this technique.”
6 • Set dates for all of the following—both teacher and leader write them down:
Follow-up o Completed Materials: when teacher will complete revised lesson plan/materials.
1-3 min o Leader Observation: when you’ll observe the teacher
o (When valuable) Teacher Observes Master Teacher: when they’ll observe master
teacher in classroom or via video implementing the action step
o (When valuable) Self-Video: when you’ll tape teacher to debrief in future mtg
Real-time Feedback—Modeling & Teaching in the Moment
When Applicable:
Indirect Feedback:
• Give a pre-established signal/non-verbal cue to the teacher: e.g., red card means too
much teacher talk, green card means affirm a student, etc.
• Whisper advice to the teacher when students are working independently.
Real-time Co-Teaching:
• Stretch the thinking: “Ms. B, can I ask a question to the class?”
Feedback • Check understanding: “Let’s pause for a moment.” Ask CFU question.
• Address the management: “I’ve seen this class [do this action] before. Let’s see you do
it correctly.”
Leading the Classroom:
• Plan ahead to do model teaching of part/all of the lesson.
• On the spot, step in to teach the lesson.

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