Quality Feedback from
Descriptive Notes
Learning to Use Descriptive Language When
Giving Feedback
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Goals
• To understand the meaning of Quality Feedback
• To understand how to take Descriptive Notes
- To consider the content and language of notes intended to be
descriptive and non-evaluative in nature
- To practice taking descriptive notes
- To anticipate teacher concerns about such notes
• To understand how to mine the descriptive notes to give
quality feedback to teachers observed
• To provide feedback that improves practice and builds
community
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Key Considerations in Trust
•
Respect-Conversations are marked by genuinely listening to what
each person has to say and by taking these views into account in
subsequent actions. Even when people disagree, individuals can still
feel valued if others respect their opinions.
•
Personal Regard represents another important criterion in
determining how individuals discern trust. Such regard springs from
the willingness of participants to extend themselves beyond the
formal requirements of a job definition or a union contract.
•
Competence in Core Role Responsibilities --School community
members also want their interactions with others to produce desired
outcomes. This attainment depends, in large measure, on others' role
competence.
•
Personal Integrity--Perceptions about personal integrity also shape
individuals' discernment that trust exists. The first question that we
ask is whether we can trust others to keep their word.
Bryk, A. and Schneider, B. (2003). Trust in schools.
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Task 1: Quality Feedback from Descriptive
Notes
Significant Key Ideas
• Review pre-reading, IFL QF Quick Points, for key
ideas.
• Identify key ideas and be prepared to share with the
group.
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Significant to Text
• Select a key idea that strikes you as most significant
to the text. If possible, think about how that idea
relates to English Learners?
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Explanation of the
significance to the text
Significant Key Idea
“ Feedback is
considered formative
when it is used by the
learner to improve
his/her practice.
Feedback that is
formative is quality
feedback.”
(page 1, paragraph 1).
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This statement makes an important point about
when feedback is considered formative: namely,
that it is necessary for the person receiving the
feedback to use it for improvement of his or her
practice. Giving feedback to a teacher requires
that the person giving the feedback be well
informed of the standard of practice and on how to
reach that standard or to have access to that
expertise. Principals and others providing
feedback, therefore, must realize their
responsibility in understanding the execution of the
practices, rituals and routines so that the
observation can be made with an informed eye
and the feedback can reach the potential of being
formative. If the person being observed does not
use the feedback, it is not formative.
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Descriptive Notes
• Preparation to observe a teacher in a classroom
includes:
•
A conversation to set clear focus for the
observation
•
Understanding descriptive language and practice
taking descriptive notes
-
Notes focus on what the teacher and students
say and do, and the lesson plan and how it
meets the student learning goals.
-
Notes should be descriptive and not evaluative.
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What Makes Notes
Evaluative?
•
•
•
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Judging what you see and hear (Even saying that something is
“good” or “great” is an evaluation.)
Suggesting that you are there to condone or dispute things the
teacher is doing rather than being another set of eyes on student
learning
Implying that your opinion, rather than your assistance, is of value
Putting the teacher in the position of trying to please you; cutting off
the opportunity for real dialogue about the problems of teaching
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Evaluative Or Descriptive
Descriptive
Evaluative
• Chart was made in advance
•Teacher said, “That’s wrong,
you weren’t listening”
•Student could not read words
tidal, lunar, oceanic, and
eclipse in one paragraph
• Students rolled on floor and
poked each other
• Two English Learners needed
support with four of the 10
vocabulary words targeted for
the lesson
•Teacher was well prepared
•Teacher criticized student
•Text was too hard for student
•Students bored by task
•The work was too difficult for the
English Learners
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Task 2. Quality Feedback from Descriptive Notes
Practice Activity: Using Descriptive Language
Evaluative
•Teacher asked a good question
•Students did not get enough wait
time
•Worksheet was confusing for the
students
•Students really understood the
story; they were so engaged
•English Learners did not
understand so they did not
participate in the conversation
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Descriptive Option
Practice Activity:
Using Descriptive Language
Evaluative
•Teacher asked a good question
•Students did not get enough wait
time
•Worksheet was confusing for the
students
•Students really understood the
story; they were so engaged
•English Learners did not
understand so they did not
participate in the conversation
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Descriptive Option
•Why do you think three out of the four
students cited evidence from the text?
•The students did not respond for the
first few seconds; teacher gave the
answer two times.
•Six students asked for additional
direction to complete the worksheet.
•The three students who responded to
the question, answered correctly.
•Three English Learners did not respond
when asked the question directly.
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Norms for Collaborative Study
• Goal of all professional conversations: to advance
our own learning, not “fix” the practice of others
• Facilitator chooses lens for study.
• Agree to read/watch through the designated lens.
• Cite specific examples from text or video.
• Build on others’ ideas.
• Use language that is respectful of those in video
and in group.
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Before A Classroom Observation
• Prior to conducting an observation there is a conversation with
the teachers(s) to have clear expectations. Set the goals for
the observation. The goals can be converted to a question that
is answered with evidence from the observation.
• Today, we are observing a class through video, thus the
facilitator will select the focus.
• This lesson is engaging students in a rigorous reading
comprehension lesson so the focus will be on finding evidence
that the students are understanding the story.
• The question for this observation is: What did the students
do and say that demonstrated understanding of The Wolf’s
Chicken Stew? Evidence you gather from this observation
must respond to this question.
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Evidence Sheet
Date___________________________
Teacher___________________________
Area of Focus______________________
What do I see?
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What do I hear?
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I wonder….
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Taking Descriptive Notes
• As you watch this video put yourself in the role of
someone who wants this teacher to be successful
and provide feedback that will advance the practice.
• Take notes to capture what the teacher and
students are doing and saying during the lesson.
• Discuss your notes with others at your table using
the guiding questions on the task sheet.
• We will discuss your experience taking notes and
problems that may arise from taking notes.
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Preparing for Video Study
• Before you view the videotape of the lesson and
observe carefully for evidence, write the question
the facilitator has selected for observation.
• Find the Evidence Sheets provided for note-taking
on. Use them to write your observations of this
classroom.
• Use the transcript as needed to follow the
conversation.
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Task 3. Quality Feedback from Descriptive Notes
Video Study, Part 1
•
•
•
•
•
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Supporting Rigorous Reading Comprehension for English Learners
The Wolf’s Chicken Stew by Keiko Kasza
Teacher: Yvette Celorio Reyes
Coach: Gloria Sullivan
Wooldridge Elementary School
Austin Independent School District
•
Watch the videotape of the lesson and observe carefully for evidence that will
respond to the question we have selected for observation.
Find the Learning Walk® Routine Evidence Sheets provided for note-taking on
the left hand side of the folder. Use them to write your observations of this
classroom.
After your viewing, take time to look at the evidence sheet you have and use
the transcript of the video to garner any evidence you may have missed.
Select two observations that respond to the question and fill out the chart
provided below. Be prepared to share with the large group.
•
•
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Wolf’s Chicken Stew Video
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•What were the challenges of taking
descriptive notes?
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Challenges in Writing Descriptive Notes
• Influence of personal experience
• Influence of beliefs about instruction
• Influence of school expectations
• Previous knowledge about/relationship with students
• Personal relationship with teacher
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•What characterizes descriptive notes?
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Descriptive
Evaluative
Recording Evidence
Recording Impressions
• Observe carefully
• Listen carefully
• Capture details
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•React to what happens and
is observed
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Transition to Task 4
• Look at the evidence sheet you have. If you do not have
one from Task 3, use the transcript of the video to find two
observations to write on a new evidence sheet.
• Select two observations that respond to the question: What
did the students do and say that demonstrated
understanding of The Wolf’s Chicken Stew?
• Share the observations with a table partner.
• Ask your partner if what you wrote is descriptive or
evaluative. Be prepared to give evidence for why you think
it is descriptive or evaluative.
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Task 4. Quality Feedback from Descriptive Notes
Video Study Part 2
2. Use the evidence sheets for descriptive note taking you
used for Task 3. Study the evidence sheet you prepared and
use the transcript for the video you observed to garner any
evidence you may have missed. Select two observations
from the evidence sheet that respond to question for the
observation.
3. Write two noticings and one wondering using descriptive
language. Use the space provided below to write your
noticings and a wondering.
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Example of Noticing
• I noticed the teacher tapping into the student’s
background when she asked, “Is there any type
of soup your Mom makes that has a lot of stuff
inside.”
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Example of Wondering
• I wonder how the students will continue to
practice and learn the vocabulary from this story?
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Task 4. Quality Feedback from Descriptive Notes
Video Study, Part 2
4. At your table, develop a t-chart that can be posted.
Decide which two noticings and one wondering will be
posted for the large group to see. Select those that
you think are written in descriptive language. Put your
names on the chart.
5. Take a gallery walk, Use post-it notes to leave a
descriptive comment for any noticing or wondering
you thought used descriptive language.
6. Return to your tables for a discussion of your
experience.
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Reflection
1. What is quality feedback?
2. Why is it important to take descriptive notes when you
are observing a teacher?
3. What did you find difficult about using descriptive
language while taking notes?
4. What did you find difficult about turning your
observations into noticings and wonderings?
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Bridge to Practice
• By ____________________, observe at least two
classrooms where teachers are working with students
on rigorous reading comprehension using and
interactive read aloud approach. Collect evidence on
the Evidence Sheets provided. Then, take two pieces
of evidence and analyze them using the EvidenceBased Reasoning Protocol. Write two noticings and a
wondering. Reflect in writing on the experience. What
went well and was difficult. Draw on specific examples
from observation to support your ideas.
• Be prepared to share your reflection with your
colleagues on ___________________.
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