You’ve spent hours writing detailed feedback for students on their work, only to see that work make its way into the dark void of the backpack… or even the trash!
How do you find ways for students to take in and reflect on feedback, and use it to grow? This workshop will help you uncover responsive teaching practices that incorporate formative feedback, and feedforward. In these experiential sessions, you will have opportunities to consider assessment practices that promote growth, including strategies for building a learning culture that includes self-assessment and meta-cognition. You will be introduced to strategies such as portfolio-based assessment, ungraded formative assignments, and conferencing.
This workshop is designed for Upper and Middle School teaching faculty and academic leaders, no matter your years of experience.
Two synchronous sessions:
- Tuesday, November 1 | 3:30 – 5:00 PM
- Tuesday, November 15 | 3:30 – 5:00 PM
Presented virtually via Zoom meetings.
Members save $100/pp! Join today or renew your membership.
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If you have a question about this workshop, please contact us at email@example.com. This is a two-part workshop. Your ticket reserves your spot for both sessions.
This workshop will take place over two sessions. The first part will focus on the value of feedback, from defining good feedback to exploring “the why” behind it. You will focus on building inclusive classroom environments and engage in practicing feedback with the facilitators. You will come away from part one with:
- An understanding of why feedback is essential.
- Clear definitions of what feedback is, and isn’t.
- The ability to identify modalities of implicit and explicit feedback.
- Skills and resources for giving impactful feedback and understanding its characteristics.
- Practice giving feedback.
In part two, you will shift from looking backward at student performance to a feedforward-centered approach. You will explore real-world examples of student reactions to feedback, and home in on innovations in, and alternatives to, assessment. Come away from part two with:
- New perspectives on feedback models, and an understanding of feedforward thinking.
- Examples of how to build students’ capacity to give and receive feedback.
- An understanding of formative, ungraded assessments.
- Skills for holding one-on-one and peer conferencing.
- Samples of student-developed portfolios.
- Next steps for putting this information to use in your classroom.
About the Facilitators
Erica Chapman is the Founder of The DKDK Project. She is the former Dean of Faculty at The Masters School, and the Director of CITYterm at The Masters School, an experience-based semester program for juniors and seniors in high school. For 15 years she was a co-facilitator of the Teaching for Experience workshop, a week-long intensive that introduced teachers to the principles of experience-based, deep learning. Erica’ experience spans public, private, charter and non-profit schools. She has held positions at Achievement First Charter Schools, New Leaders for New Schools, and at the New York City Department of Education.
David Dunbar is a collaborator with The DKDK Project. Following over two decades of teaching at Deerfield Academy, Milton Academy and Albuquerque Academy, David Dunbar moved to New York to start CITYterm at The Masters School, an experience-based semester program for juniors and seniors in high school. David was the Academic Dean and a member of the interdisciplinary Urban Core teaching team for 21 years. While at The Masters School, David also served as the Coordinator for Teaching and Learning Initiatives and held the Joan Smith Hamill ‘34 Chair for Innovative Teaching. Along with Erica, he led the Teaching for Experience Workshop, a week-long gathering for teachers interested in exploring and sharing how they can use the principles of experience-based learning to transform their own practice and their schools. David has consulted with the public schools in New York, Atlanta and Chicago as well as with various independent and international schools around the world. He is the co-author of Empire City: New York Through the Centuries.
The DKDK Project believes that deeper learning for students starts with transformational growth for adults. During events facilitated by members of the DKDK Project, participants become experiential learners, increasing their self-knowledge and their ability to design and facilitate deep learning opportunities for their students.
Cancellations and transfer requests must be sent via email to firstname.lastname@example.org. Cancellations will receive a 100% refund less a $25 administrative fee. Transfers of registrations from one person to another are permitted up to 24 hours before the start of the event, or first event of a series of events.
Cancellations and transfer requests must be sent via email to email@example.com. Cancellations received up to 14 days before the start of the event will receive a 100% refund less a $25 administrative fee. Cancellations received within 14 days of the start of the event will receive a refund less a $100 fee. This fee covers the cost of our minimum commitments with our hotel partners; thank you for your understanding. Transfers of registrations from one person to another are permitted up to 24 hours before the start of the event.
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