Using Actionable
Feedback to Increase
Talk Time in Dual
Language Classrooms
Nancy Bravo
Background:
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Dual Immersion Program (Spanish / English)
Grades 6 and 7 (Focus group is Grade 7)
Group characterized by being far better
readers than speakers.
Overall very high achieving
Hesitant due to insecurities
Focus Question
What opportunities can I provide for students to
engage in authentic communication in order for
them to be able to produce a coherent
presentation over increasingly longer periods of
time?
CSTP element to be addressed?
Standard 2.4: Creating a rigorous learning
environment with high expectations and
appropriate support for all students
Goal to be achieved by the end of inquiry cycle:
When compared to their base time, 100% of
students will be able to increase their talk time by
at least 15 seconds as measured by oral reports
and presentations.
How to support students in reaching the goal?
“The term feedback is often used to describe all
kinds of comments made after the fact, including
advice, praise, and evaluation. But none of these
are feedback, strictly speaking.” (Wiggins)
“Stars and Steps” Feedback:.
Analysis of Student Work
Assignment
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Students complete individual
reading outside of class
Prepare a 2-3 minute “Book
Talk”in which they are
supposed to complete tasks
such as summarizing,
evaluating, recommending and
analyzing the story.
Comments
vs.
Feedback
You need more examples in your
"Good work: Your use of words was
report.
more precise in this paper than in the
› You should have included some
Essential Questions in your unit plan.
Good work!
› This is a weak paper.
› You got a C on your presentation.
› I'm so pleased by your poster!
last one, and I saw the scenes clearly
in my mind's eye."
"This is a weak paper: Almost from
the first sentence, I was confused as
to your initial thesis and the evidence
you provide for it. In the second
paragraph you propose a different
thesis, and in the third paragraph you
don't offer evidence, just beliefs."
Directions for “Stars and Steps” Feedback:.
1. Review the learning targets and student work
sample.
2. Provide “star” descriptive and non-evaluative.
feedback based on the quality of their work in
meeting the learning target.
Directions for “Stars and Steps” Feedback:.
3. Identify target not met. Provide feedback on
the next “steps” student should take to meet
learning goals and improve performance.
4. As a formative assessment practice, “Stars
and Steps” feedback returned to students. They
have opportunity to recognize accomplishments
and apply the feedback.
Using “Stars and Steps” to provide feedback
Impact on student performance:
Feedback is useful
and beneficial for
students of all
levels.
Impact on student performance:
On average
student were able
to increase their
talk time by about
18 seconds, as
documented in
ILP and Action
Research.
CSTP element to be addressed?
Standard 2.4: Creating a rigorous learning
environment with high expectations and
appropriate support for all students
Support the completion of steps:
Students needed differing levels of support in
order to complete steps, including extra support
from me:
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Practice the presentation
Do not try to memorize. Know main ideas, not
exact phrasing
Prepare note cards or outlines
Work Cited
Wiggins, Grant. "7 Keys to Effective FEEDBACK." Educational Leadership, vol. 70, no. 1, Sept. 2012, p. 10. EBSCOhost,
mimas.calstatela.edu/login?url=http://search.ebscohost.com.mimas.calstatela.edu/login.aspx?direct=true&db=mih&AN=82055856&site=ehost-live.