Using Low Inference Feedback and Conferencing: A School Leaders Guide for Improvement 1 Georgia Department of Education Dr. John D. Barge, State School.

Using Low Inference Feedback and Conferencing:

A School Leader’s Guide for Improvement

1Georgia Department of Education

Dr. John D. Barge, State School Superintendent All Rights Reserved

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.



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?



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.



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.



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.



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.



“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, 2005Using the participant guide, reflect on the above quote. Where do your observation practices fall on this continuum of teaching and learning?



Why Use Low Inference Feedback…

Synthesizing more than 900 educational meta-analyses, 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?



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



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…



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.

How can Low Inference Observational skills be learned?



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.



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



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.



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…



Let’s Compare…

Teacher: What is a mimic? In your own words Student #1: A mimic tries to scare other animals offTeacher: How does it scare?Student #1: It looks scaryTeacher: It makes itself look like something it’s not. How?Student #1: Makes itself look bigTeacher: Student #2, can you read what you wrote?Student #2: It tries to copy another animal to scare

something



Continued…Teacher: In this cartoon, what is it trying to copy?Several Students: A rhinocerosTeacher: So who can come up with a definition of a

mimic? Student #3?Student #3: An animal that tries to copy…I don’t knowTeacher: 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 itselfTeacher: Writes on board a continuation of the

definition “increase its chance of survival”



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.



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 low-inference 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. 20

Georgia Department of Education Dr. John D. Barge, State School Superintendent

All Rights Reserved

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.

Now Review…



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?



Sample Observation OptionsIn 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.



A completed example:

ANECDOTAL EVIDENCE : LOW-INFERENCE OBSERVATIONS

What is the teacher doing?

- Teacher greets each student - Checks for understanding

individually: “How do you know that is mitochondria?”

- After checking several pairs of students briefly, teacher references learning goals that are on the board: “Today we will analyze the relationship between structure and function. We’ll continue to study cell organelles and their roles in our day to day lives.”

- Teacher circles the room and allows 3 more minutes for the warm up.

- Teacher spends most of the 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

What are the students doing?

- Students enter room and take seats - Students look to the board for

directions and begin sorting stacks of cards that are at each table.

- One pair of students are discussing weekend activities and not completing the opening assignment.

- Eight of the 12 groups of students stack their cards up before getting final approval from the teacher.

- All but three of the students sit quietly waiting on lesson to begin. Two of these are laughing quietly in the back corner of the room and one has his head down in the front.

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 ( ) Other: Teaching Experience This is the teacher’s __3rd________ year of teaching. Lesson portion viewed (Circle) Beginning Middle End



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.



An Example:



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 non-judgmental, 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.



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.



Reflection:Using the form on your participant’s guide, complete an action plan for implementing Low Inference Feedback and Conferencing.



A completed example:



“Feedback is the breakfast of champions.”

- Ken Blanchard



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.



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



http://www.crucialconversations.com/

http://www.triadcgi.com/

http://www.aikiworks.com/

http://www.JudyRinger.com/

Using Low Inference Feedback and Conferencing: A School Leaders Guide for Improvement 1 Georgia Department of Education Dr. John D. Barge, State School.

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