Yesterday I had my first RISE experience. I chose to record an intervention session where I focused on Sound Waves and decoding multi-syllabic words. The Year 3 students who I work with in this group have experienced little growth over the past couple of years and are considered to be at a critical reading level for their year. While these students have made improvements they tend not to look past the initial sound of a word and then guess the word without context, thus losing the meaning of the sentence.
The focus of my RISE was to watch how I provided feedback to engage the students and improve the learning outcomes. Quality feedback is critical to effective teaching and learning and is one of the top indicators for student growth (Hattie, 2007). When the correct type of feedback is given it is even more effective for low-achieving students (Black and Wiliam, 2010) and can improve their learning outcomes by more than 50%. With this in mind it is critical that I master the type of feedback I am providing for these students.
When watching back the video I noticed that during the lesson I focused most of my feedback on 'How am I going' (Hattie and Timperley, 2007). I did this by providing positive feedback to the students as they read, and used statements such as "I liked how how you broke up that word into chunks" or "I liked when you stopped at that word because you knew it didn't sound right."
This type of feedback is effective in the way that it highlights what students have done well and reinforces positive reading behaviours. Positive feedback is also effective in engaging students in the task and increasing their effort towards the task. Hattie and Tempeley state while this type of feedback is useful, it is not considered 'powerful' in achieving growth towards a goal.
To push students towards addressing their learning goals and changing their behaviour I need to provide more corrective / constructive feedback that drives students towards 'where to next' (Hattie and Timperley, 2007) and focuses on the process of learning so that the students knows what they need to improve on to perform the task successfully.
To do this I need to incorporate statements such as,
" I like how you stopped at that word because you knew that it didn't sound right. Let's read the rest of the sentence and see what word would make sense there."
" I liked how you looked at that first sound and had a guess at what the word could be. Let's look more closely at the whole word. Can you see any other sounds or smaller words that you know inside that word? "
“Let’s stop and read this together. First, we want to break the word apart to figure it out. Then, we will reread the whole sentence to be sure we understand it.”
I can also improve my feedback by making it more focused on the goals of the lesson. However in order to this I need to make the learning intentions clearer to the students. When I watched the video I noticed that even though I stated the goals of the lesson, I wasn't clear on what success would look like. To improve this I will firstly ask the students what we have to do to achieve the learning intention of the lesson. I will then model clearly what success will look like before asking them to complete a similar task. In doing this I hope to drive the students current performance towards achieving the learning goal.
As these students improve in their ability to apply effective decoding strategies the feedback I provide will change from positive and constructive to metacognitive. Metacognitive feedback is feedback based on how students are monitoring their progress and managing their actions towards achieving the learning goal. For students to achieve this level of self-regulation they need to have been exposed to lots of learning learning opportunities that allow them to practise the strategies outlined in the success criteria. With lots of practise (from both the students and myself) and plenty of constructive feedback I hope to move the students to a space where this type of feedback is applicable.
1. Explicitly explain the learning intentions / goals for the lesson and clearly model the strategies that the students would use to experience success at the beginning of the lesson.
2. Follow up positive feedback with clear corrective feedback.