Presenter: Heath Peine
Dates: February 13, 20, 27 and March 9
Time 3:45-5:15 p.m.
Registration Fee: $50/$100 (Level 1/Level 2).
No cost for AGSD, BSSD, LKSD, Nenana, NWABSD, YKSD.
Credit: One optional university credit is available for attending all webinars and participating in online assignments and discussions.
Registration opens in January.
Feedback is one of the most powerful influences on learning and achievement – if you get it right. Dive deeper into this core message of the Visible Learning research and switch the conversation from the giver to the receiver of the feedback message.
The Visible Learning research tells us that one of the most important influences on student achievement is how leaders and teachers think about learning in their own role. Through his research, Professor Hattie identified ten mindframes that should underpin every action in schools in order to maximize student success. The fifth mindframe, “I give feedback and act on feedback given to me” has proven to have a very high effect size that has a strong influence on student learning.
The key question is, does feedback help someone understand what they don’t know, what they do know, and where they go? That’s when and why feedback is so powerful, but a lot of feedback doesn’t answer these questions—and doesn’t have the desired effect. In this 4-part webinar, we will explore the most effective types of feedback and how to give great feedback to your students, and elicit feedback from students to ensure one years growth over one years period of time in student learning,
- Session 1: Visible Learning Research and the Impact of Feedback
- Session 2: Effective Feedback and Strategies
- Session 3: Engaging Students and Peers in the Feedback Cycle
- Session 4: Moving Learning forward as a Result of Feedback
Target Audience: K-12 Educators
Heath Peine has served as a teacher, instructional coach, and administrator at both the building and district levels. His leadership experience spans rural, suburban, and urban districts. In each role, providing professional learning and coaching have been crucial components behind the success of his students and teachers. As a district administrator, Heath led systemic improvements that resulted in a Kansas Challenge Award for closing the gap and decreasing disproportionality for economically disadvantaged students. Heath’s passion for supporting educators and students has extended beyond the scope of his district. These experiences include: partnering with the National Center for Systemic Improvement to provide webinars, resources, and conference presentations related to equity; serving in leadership positions for state and national professional associations; and working as an adjunct instructor teaching graduate courses in instruction, assessment, and classroom management.