Using Low Inference Feedback
and Conferencing:
A School Leader’s Guide for
Improvement
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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The Purpose of this Module is to…
• provide school leaders an opportunity to
strengthen their understanding of low inference
feedback.
• identify key factors of low inference feedback.
• learn strategies to assist you in using low inference
feedback to enhance teaching and learning in your
building.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
2
Essential Questions:
Why is utilizing low inference feedback and
conferencing important for school
improvement?
How can effective feedback help ensure a
positive outcome from conferences and lead to
increased classroom effectiveness?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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Reflection Questions:
Think about your current practices of conducting
observations and providing teachers with feedback.
• What is your approach to completing a classroom
observation?
• What kind of notes do you make when visiting a classroom?
• How do you provide teachers with feedback?
• How does your feedback impact classroom instruction?
Record your responses to the questions above on
the participant’s guide.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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What is Low Inference Feedback?
• Low inference feedback is a product of a low
inference observation.
•
•
•
•
Using a description of observable facts or events,
without interpretation.
Uses a low degree of subjectivity.
Just the facts, not your opinion.
A factual observation, not a judgment.
• Low inference feedback, either written or verbal,
addresses very specific behaviors and
observations. All subjectivity and value judgments
are removed.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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What is Low Inference Feedback?
Low Inference Feedback IS:
• providing a detailed record of what took place, using a
transcript of events versus an opinion of what was observed.
• used to deepen practitioners’ ability to observe and reflect on
their practice.
• more focused on student interactions and learning.
• about stimulating collegial discourse on narrowing the gap
between teaching and learning.
• for the purpose of professional learning and growth.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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What is Low Inference Feedback?
Low Inference Feedback is NOT:
• providing “expert” advice.
•
•
•
•
a rating or ranking.
discussing teaching practices alone.
subjective.
providing praise and/or reprimands.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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“I used to concentrate on how a teacher delivers
a lesson more than how the students receive the
lesson. Now I notice things that I had never seen
before, like the students’ behavior, seating, or
lack of response in class.”
– Teacher Leader, 2005
Using the participant guide, reflect on the above quote. Where do your observation
practices fall on this continuum of teaching and learning?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Why Use Low Inference Feedback…
Synthesizing more than 900 educational metaanalyses, researcher John Hattie has found that
effective feedback is among the most powerful
influences on how people learn.
(John Hattie, Know Thy Impact, Educational Leadership Feedback for
Learning September 2012, Vol. 70, No. 1)
Don’t we want both our teachers and students to receive effective
feedback in order to maximize learning?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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Using Low Inference Feedback…
“The term feedback is often used to describe all kinds
of comments made after the fact, including advice,
praise, and evaluation. But strictly speaking, none of
these are feedback.
Basically, feedback is information about how we are
doing in our efforts to reach a goal. Even further,
helpful feedback is goal-referenced; tangible and
transparent; actionable; user-friendly (specific and
personalized); timely; ongoing; and consistent.”
- Grant Wiggins, Feedback for Learning: September, 2012; Vol. 70, No.1
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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In order to become efficient and effective at
providing low inference feedback both during
conferencing and in written commentary, a leader
must first become proficient at completing and
recording low inference notes during the
observation period.
Let’s begin by looking at observational skills…
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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How can Low Inference Observational skills
be learned?
As with any new practice,
there are challenges:
• Providing low inference
feedback will require
practitioners to acquire
a new skill.
• As with any skill it gets
easier with practice.
• Typically novice
transcribers struggle
with: speed, accuracy
and stamina.
The following suggestions may
be helpful in addressing these
issues:
• Begin by recording what
you hear then move to what
you see.
• Build speed and accuracy by
practicing often.
• Build stamina by practicing
for longer and longer
periods of time.
• When observing group work
focus on one group.
• Develop your own short
hand.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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How can Low Inference Observations
contribute to improving student
achievement outcomes?
Low Inference Observations and Feedback can allow us to:
• dramatically increase practitioners capacity to
accurately observe practice.
• engage in collegial conversations about a classroom
event without debating the facts.
• illuminate small changes in practice across classrooms
that make a big difference in learning.
• identify patterns within and across classrooms to
inform more targeted professional learning.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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How are Low Inference Observations
Different?
Classroom observation write-ups typically “summarize” what
the observer has seen and/or heard. Even when they include
quotes, the quotes are in support of an interpretation. Low
inference transcripts just provide the facts without judgment
or interpretation.
Compare this excerpt from a supervisory classroom
observation review with the low inference transcript that
follows:
- Children First Intensive Low Inference Transcripts
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Dr. John D. Barge, State School Superintendent
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Let’s Compare…
Classroom Observation example:
The teacher makes use of a cartoon to reach
and engage visual learners, the teacher has
students define the concept of “mimic” in their
own words and engage in collectively creating a
definition.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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Let’s Compare…
Low Inference Transcript: Living Environment Class
15 students present. They are arranged in clustered desks.
There are 3 groups of 3 and 3 groups of 2. As additional students
come in they are assigned to the groups of 2.
Projected onto a screen against the back wall is a Kliban cartoon.
There is a drawing of a rhinoceros thinly disguised as a
rhinoceros. The caption to the cartoon reads: “Don’t worry,
according to the guide book we’re dealing with a rhino mimic.”
Activator written on the board: Look at the cartoon and write
down what you think a “mimic” is?
Continued on next slide…
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Dr. John D. Barge, State School Superintendent
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Let’s Compare…
Teacher:
Student #1:
Teacher:
Student #1:
Teacher:
What is a mimic? In your own words
A mimic tries to scare other animals off
How does it scare?
It looks scary
It makes itself look like something it’s not.
How?
Student #1: Makes itself look big
Teacher:
Student #2, can you read what you wrote?
Student #2: It tries to copy another animal to scare
something
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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Continued…
Teacher:
In this cartoon, what is it trying to copy?
Several Students: A rhinoceros
Teacher:
So who can come up with a definition of a
mimic? Student #3?
Student #3: An animal that tries to copy…I don’t know
Teacher:
Good, we have the copy part. Writes on
board “Mimic: An animal that copies another
animal to”
Teacher:
Why? Does anyone have anything to add?
Student #1: To protect itself
Teacher:
Writes on board a continuation of the
definition “increase its chance of survival”
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Low inference Classroom Transcripts are designed, as much as
possible, to filter out the inferences and assumptions we typically
make about “why” something occurred. In so doing, they allow us
to look more deeply at and influence “what” occurred.
The Classroom Observation review attributes motivation for having
students describe the cartoon and define “mimic” in their own
words to engage students in collectively creating a definition.
The Low Inference transcript indicates that it is the teacher, not the
students, who actually constructs the definition.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Let’s Practice…
Here are some statements made after observing a classroom.
Use your participant guide to answer the following:
• Which are written in low inference and which are written in high
inference? How can you tell?
• How can we change the high inference statement into lowinference statements?
1. The teacher asked 3 clarifying questions to the pair of students.
2. One child did not understand the assignment.
3. There are five students who had their heads down.
4. This student is an English Language Learner.
5. Two causes for the American Revolution were listed and
discussed.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Now Review…
1.
The teacher asked 3 clarifying questions to the pair of students.
– This could be considered a low inference statement because it is a factual
observation. However, one could record information about how the students
answered the questions…this will help understand the learning that is going
on in the classroom.
2.
One child did not understand the assignment.
– High inference: Make adjustments such as noting what the teacher and
student did. This statement is interpretation of what is taking place. Ask the
student questions or record teacher – student interactions for clarity.
3.
There are five students who had their heads down.
– This is a low inference, factual statement.
4.
This student is an English Language Learner.
– This is a low inference, factual statement.
5.
Two causes for the American Revolution were listed and
discussed.
– Although this is a factual recording, if more information were included about
the student interaction and a transcript or excerpt of the discussion, it would
allow for more specific feedback.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Questions to consider in low inference
classroom observations:
• What is the teacher doing?
• What are the students doing?
• What are students saying to the teacher? To
each other?
• What is the task?
• How much time is spent on the task?
• What is the Depth of Knowledge of the task?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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Sample Observation Options
In preparing for low inference
observations, you could choose to
complete an anecdotal form similar to
this before transferring ratings within the
TLE Electronic Platform. This will assist
in ensuring you have factual evidence to
inform your ratings as you move
forward.
However, this is only a suggestion, you
may also be able to use a laptop or
mobile device to input low-inference
comments directly into the notes library
or comment feature within the TLE
Electronic Platform.
Copies are included in your participant’s
guide.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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A completed example:
Low Inference Classroom Visitation Tool
Grade (Circle)
P-K K 1 2 3 4 5 6 7 8 9 10 11 12
Subject, time/period, # students
Biology, 2nd period, 24 students
Type of class
( x ) Gen Ed. ( ) inclusion ( ) gifted ( ) ELL/ESL
This is the teacher’s __3rd________ year of teaching.
Teaching Experience
Beginning
Middle
End
Lesson portion viewed (Circle)
ANECDOTAL EVIDENCE : LOW-INFERENCE OBSERVATIONS
What is the teacher doing?
( ) Other:
What are the students doing?
- Teacher greets each student
- Students enter room and take seats
- Checks for understanding
- Students look to the board for
individually: “How do you know
directions and begin sorting stacks
that is mitochondria?”
of cards that are at each table.
- After checking several pairs of
- One pair of students are discussing
students briefly, teacher references
weekend activities and not
learning goals that are on the
completing the opening
board: “Today we will analyze the
assignment.
relationship between structure and
- Eight of the 12 groups of students
function. We’ll continue to study
stack their cards up before getting
cell organelles and their roles in our
final approval from the teacher.
day to day lives.”
All but three of the students sit
- Teacher circles the room and
quietly waiting on lesson to begin.
allows 3 more minutes for the warm
Two of these are laughing quietly in
up.
the back corner of the room and
- Teacher spends most of the
one has his head down in the front.
opening time helping students in
group 2 near the front of the room.
- Never checked in with the two pairs
of students in the far back corner.
- Lesson plans are on the teacher’s
desk and have been submitted
to
Georgia Department
of Education
Dr. John D. Barge, State School Superintendent
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Now That You’ve Completed the
Observation:
• Immediately return to transcribe any short hand.
• Double check notes to remove any subjectivity and
include only factual evidence.
• Prepare for conferencing or written feedback by
reviewing any strengths and areas of improvement
noted.
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Dr. John D. Barge, State School Superintendent
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An Example:
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Dr. John D. Barge, State School Superintendent
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Turning Observations into Feedback
Once you are able to efficiently record low inference statements
during an observation, the feedback and conferencing become
increasingly easier.
• Using observational notes, provide specific feedback during conferences
that directly tie to classroom experiences and low inference
observations.
• Make the feedback more about student learning to decrease the gap
between teaching and learning in our classrooms.
• Written commentary and conference notes should be specific and nonjudgmental, yet always revolving around the topic of student
achievement.
• Use feedback and commentary to give value to rubric ratings as you
conduct Walkthroughs and/or Formative Assessments.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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How to Use Low Inference Feedback and Conferencing to Enhance TKES:
Evaluator schedules significant, protected time to be in teacher’s classroom.
During a classroom visit, Walkthrough, or Formative Assessment, the evaluator takes low inference notes regarding
classroom interactions and student learning.
Upon completion of the visit, the evaluator returns to complete the Walkthrough or Formative Assessment form
electronically through the TLE Electronic Platform.
Using either the Notes Library or Comment Feature within the TLE Electronic Platform, evaluators cite specific,
factual evidence (low inference notes) from the visit to support the ratings on the TKES standards.
Once form is completed, the evaluator can save and share the form with the relevant teacher. The low inference
feedback on the form will provide consistent and factual evidence for the teacher to reference.
The evaluator may choose to have a face to face conference after any classroom visit which will allow the low
inference feedback to be used to discuss classroom practices and teacher professional growth, removing evaluator
subjectivity and allowing for professional conversations. However, this is required mid-year and end-of-year.
Low inference statements from Walkthroughs and Formative Assessments will be valuable references as evaluators
review the totality of evidence and consistency of practice to rate the Summative Evaluation.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Reflection:
Using the form on your participant’s guide, complete an action
plan for implementing Low Inference Feedback and Conferencing.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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A completed example:
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Dr. John D. Barge, State School Superintendent
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- Ken Blanchard
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
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Further Thoughts:
• Follow through with a plan to implement and practice low
inference feedback and conferencing. Hold yourself accountable
for consistently utilizing this school improving practice!
• Be sure to review the TKES rubrics and standards closely to ensure
that your notes support the ratings you have recorded. Resources
to support understanding of the standards are also available
through the TLE Electronic Platform.
• If the conversations get tough once you have removed the
unwarranted praises and niceties, reference the module on
Courageous Conversations found on the TLE Electronic Platform.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
All Rights Reserved
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Additional Resources
• Crucial Conversations, by Kerry Patterson, Joseph
Grenny, Ron McMillan, Al Switzler
www.crucialconversations.com
• Difficult Conversations, by Douglas Stone, Bruce
Patton, Shelia Heen www.triadcgi.com
• The Magic of Conflict, by Thomas Crum
www.aikiworks.com
• FAQ about Conflict, by Judy Ringer
http://www.JudyRinger.com
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Dr. John D. Barge, State School Superintendent
All Rights Reserved
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