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Learner-Focused Feedback - Book Cover Look Inside

Learner-Focused Feedback

19 Strategies to Observe for Impact

By: Amy Tepper, Patrick W. Flynn

Nineteen strategies help leaders, coaches, and teachers improve their ability to identify desired outcomes, recognize learning in action, collect relevant evidence, and develop effective feedback cultivating a culture of learning in their schools.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544368269
  • Published By: Corwin
  • Year: 2020
  • Page Count: 256
  • Publication date: February 06, 2020

Price: $39.95

Price: $39.95
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New strategies for feedback that supports a culture of learning

The skill set required for observing why students are learning and how teachers influence that is a difficult one to master—yet it’s essential when it comes to driving change and growth in your school. This companion to Feedback to Feed Forward provides a curated collection of strategies to improve your ability to identify desired outcomes, recognize learning in action, collect relevant and accurate evidence, and develop smart, supportive, and effective feedback about a teacher’s impact on learners.

And it’s not just leaders, coaches, and administrators who can use this highly accessible how-to. This time around, Tepper and Flynn also address the needs of teachers who double as observers, whether they’re mentoring new teachers, supporting each other or analyzing the effectiveness of their own teaching. No matter your role, you’ll benefit from their expert guidance, as well as:

·         Authentic classroom examples
·         Observer think-alouds
·         Stories from the field with “Give-It-a-Try” tools and “Stop and Think” questions
·         Follow-up steps specific to your role 

When classroom observation and feedback are both learner-centered (focused on students) and learning-focused (focused on teachers as learners), they lead to a culture of learning throughout the school. Take this book as your guide, and explore just how effective your feedback can be.

Learner-Focused Feedback has been recognized for focusing on practices that have high effect sizes and will help you translate the groundbreaking Visible Learning research into practice. When educators use strategies that have high effects (greater than 0.40), they can accelerate student achievement. The power of the Visible Learning research lies in helping educators understand which factors have the highest impact on student achievement so that educators can begin making strategic decisions based on evidence that will utilize their time, energy, and resources to the best extent possible. The Visible Learning research is based on Professor John Hattie’s unmatched meta-analysis of more than 1,600 research reviews comprising 95,000 studies, involving more than 300 million students—the world’s largest evidence base on what works best in schools to improve student learning. From that research, Dr. Hattie identified more than 250 factors that have an impact on student achievement.  
View a full list of Visible Learning® Supporting Resources



Amy Tepper photo

Amy Tepper

Amy Tepper has served as a teacher, administrator, and program director in various K-12 settings and startups to include virtual, homeschool, blended, and public schools. She held the position of Executive Director of a Sylvan Learning Center, opened an alternative 6th-12th school in Okaloosa County, FL, and later was actively engaged in Florida high school redesign and career education reform, providing technical assistance across the state. Amy had the opportunity to collaborate with a team of parents to develop the Ohana Institute, an innovative blended school, focused on global citizenship and discovery learning, serving as Director in its first year. As a consultant, she provided instructional and administrative coaching at an international school in Panama, before joining ReVISION Learning Partnership in 2013. Amy has since completed countless classroom observations through work as a peer validator evaluating practices in Newark and New Haven schools, and in providing embedded, ongoing support for instructional leaders and teachers in the areas of high quality observation, feedback, and teaching and learning across Connecticut.
Patrick W. Flynn photo

Patrick W. Flynn

Patrick Flynn has worked as a teacher, teacher leader, curriculum director, and executive program director in K-12 settings in over eleven different states. As the Executive Director of High Schools for Edison Schools and the Chief Academic Officer for Great Schools Workshop in Sacramento, CA, Patrick worked with building and district administrations in nine states to implement systemic high school reform. He has provided professional learning in the areas of transformational leadership, performance management systems, standards-driven instruction, and data-driven decision-making. Patrick is Founder and Executive Director of ReVISION Learning Partnership, providing professional development and support to districts and educational organizations in CT, NY, NJ, and LA since 2010. He has led several school improvement initiatives in rural and urban settings and internationally in the United Arab Emirates with the Abu Dhabi Education Council. He has presented nationally and internationally, including as a keynote speaker at the Forum on Big Data at the Tianjin University of Technology, in Tianjin, China. ReVISION Learning is highly sought after for its leadership in providing the highest quality professional learning opportunities for teacher, administrators, and district personnel.
Table of Contents

Table of Contents

List of Online Resources

Feedback to Feed Forward Strategies



About the Authors

Chapter 1: Why Observe for Impact?

     Building a Culture of Learning

     Building a Culture of Observation and Feedback

     The Skills of Observation

     Teachers as Learners

     Leaders Leading Learning

     What’s Ahead

Chapter 2: What Do You Need to Understand About Learning?

     Understanding the Concept of Learning

     Overarching Goals for All Learners

     Our Three Goals

     Cautions for Observers

     How the Brain Works

     Identifying Learning in Action

     Recognizing Impact on Learning

     Determining Causal Attribution

     Give It a Try

     What’s Ahead

Chapter 3: How Can You Prepare for Evidence Collection?

     Preobservation Planning

     Planning Your Tools

     Planning by Using Expectations

     Planning to Interact With Learners

     Planning Using Learning Goals

     Planning Based on Disciplines

     Planning Based on Standards

     Give It a Try

     What’s Ahead

Chapter 4: How Can You Adapt Evidence Collection Upon Arrival?

     Your Goals as an Observer

     Adapting 101: The Basics

     Metacognition in Motion

     Making It Count

     Timing Is Everything

     Using the Learning Goals

     Foundational Understandings

     Student Ability to Meet Expectations

     Give It a Try

     What’s Ahead

Chapter 5: How Can You Adapt Evidence Collection as a Lesson Unfolds?

     Observing for Learning

     Observing for Causal Attribution and Impact

     Observing for Good Struggle

     Adapting During an Observation

     Adapting Based on Active Engagement

     Student Notes

     Mid-Lesson or End-of-Task/End-of-Lesson Reflections

     Adapting Based on Tools and Resources

     Adapting Based on Discourse

     Give It a Try

     What’s Ahead

Chapter 6: How Do You Cultivate a Culture of Learning?

     Building a Culture of Learning

     Developing Feedback About Impact

     Building Trust

     Making a Culture Shift

     The Six Steps

     Final Thoughts

Strategies List

List of Figures