LA 6.3 Making My Deliberations Public

Seeking and Providing Feedback

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Learning Outcome Pedagogical Intent Student Position

Demonstrate knowledge and use of a variety of on-going, classroom-based assessments adapted to student needs.

Assessment: 50 pts.

TA: 60 Minutes

Teachers can provide guidance and feedback to others concerning the quality of their assessment plans and their accommodation strategies.

Students have created a draft of their final project and are ready to give and receive constructive feedback.

Instructions

    There are three parts to this learning activity.

    Part A: Create a poster (20 minutes) on the 11 X 17 paper provided by the facilitator. This should provide details about your EL that you accommodated for in your unit plan, the Content and Language Objectives for the unit being assessed, and at least one authentic assessment with rubric or evaluation criteria (this can be your formal authentic assessment or one of your informal assessments) and one formal traditional test. 

    1. Use an 11"x17" blank sheet of paper to display your work. 

    2. Provide the title of the unit and the content and language objectives across the top of the page

    3. On the top lefthand side of the page you will provide a profile of the EL you are accommodating for in this unit. You will use the questions from the Inclusive Pedagogy Framework to guide your narrative. 

    4. On the rest of the page attach the assessments you would like feedback on. 

    Part B: Review and Critique. Review the posters of other students in your class. This is a Gallery Walk. Begin with the posters of colleagues whose assessments target content or grade levels similar to yours.

    1. Begin by scanning several posters.

    2. Identify ones you would like to consider more carefully. Provide critique for as many posters as you can in the time provided but make certain you review at least 3

    3. Using post-it notes identify the strengths and weaknesses of the assessment plans. What follows are reminders for what you might respond to. Again remember to point out the things you feel are powerful and well-done as well as places for improvement.

    4. Remember they have time to redo, revamp, rework, and gather more information about the student, so be honest. This is helpful not punitive critique. 

    Part C: Review the response. 

    1. Review the response you received.

    2. Take a few minutes to make notes about how you will adjust or strengthen your project based on the feedback received. 

    End-of-Chapter Survey

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