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Transcript of Created by The School District of Lee County, CSDC and Secondary Reading Cadre in conjunction with...
Created by The School District of Lee County, CSDC and Secondary Reading Cadre in conjunction with
Cindy Harrison, Adams 12 Five Star Schools
SETTING OBJECTIVES &
PROVIDING FEEDBACK
Participant OutcomesParticipants will:Understand the purpose and
importance of setting objectives Identify ways to implement goal
setting in the classroomUnderstand the purpose and
importance of providing feedback to students about their learning
Review examples of providing corrective, timely and specific feedback
Average Eff ect
Percentile Category
Size (ES) Gain
No. of ESs
I dentif ying similarities and diff erences 1.61 45 31
Summarizing and note taking 1.00 34 179
Reinforcing eff ort and providing recognition 0.80 29 21
Homework and practice 0.77 28 134
Nonlinguistic representations 0.75 27 246
Cooperative learning 0.73 27 122
Setting objectives and providing feedback 0.61 23 408
Generating and testing hypotheses 0.61 23 63
Questions- cues- advance organizers 0.59 22 1,251
Generalizations based on research: Instructional goals narrow what
students focus on. Instructional goals should not be too
specific. Students should personalize goals.
Research and Theory about
Goal Setting
As a result of what we do today, you will beable to demonstrate that you:
Understand the technique of foreshadowing in mysteries.
Can revise writing to improve use of descriptive adverbs.
Learning Goals
1. Add and subtract fractions.
2. Understand the various components of culture.
3. Make a travel brochure for a region.
4. Make a simple machine.
5. Understand the relationship between fractions and decimals
6. Write a report on Charles Dickens.
7. Design a menu that includes a balance of foods from the food pyramid.
8. Know states and their capitals.
Activities/Assignments or Learning Goals?????
Personalizing Goals
Example:Teacher Goal: Students will be able to select
the appropriate meaning for a word according to context.
Student’s personalized goal: After completing this assignment, I will be able to figure out words I don’t know without using a dictionary.
Formats for homework that clarify purpose:
Assignment NotebookLanguage Arts
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
ReadingAssignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
ScienceAssignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Social Studies
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should
Know more about… Understand better…
Be more skilled at…
Research and Theory about
Goal SettingGeneralization # 1:Instructional goals narrow what students focus on.
Set objectives or goals that are specific but flexible.
Generalization # 2:Instructional goals should not be too specific.
When goals are too specific they limit learning and are typically referred to as behavioral objectives.
Too Broad Too Specific Specific but Flexible
Goal Setting Examples Too Broad Too Specific Specific but Flexible
Students understand the folklore and other cultural contributions from various regions of the U.S. and how they help to form the national heritage.
List three differences between games from the Colonial period and games from today.
Students know the differences between games that children played long ago and games of today.
Students understand the visual arts in relation to history and cultures.
Given two examples of art objects from the Renaissance period, students describe the function and meaning of the objects including at least three details for each.
Students know the function and meaning of specific art objects within varied cultures, times, and places.
Students know environmental and external factors that affect individual and community health.
List, in order of importance, three sources and causes of air pollution in the community.
Students know sources and causes of various types of pollution (e.g., air, ground, noise, water, food) in the community.
Students understand and apply basic and advanced properties of the concepts of numbers.
Students identify ten odd and even numbers with 80 percent accuracy.
Students understand the basic difference between odd and even numbers.
Goal Setting Activity
THINK-PAIR-SHARE
With a partner, read each objective and place an X in the appropriate column. If the objective is too broad or too specific, rewrite the objective so that it is appropriate.
Objective Too
Broad
Too Specific
Specific but Flexible
Rewrite of Too Broad or Too Specific
Students use the general skills and strategies of the writing process.
Students use a variety of context clue strategies to identify unknown words.
Students explain in three paragraphs how Daniel Boone contributed to the cultural history of the United States.
Students use the general skills and strategies of the reading process.
Research and Theory about
Goal SettingGeneralization # 3: Students should personalize goals.Students are more likely to explain what they are learning
and show personal interest in the learning objectives.
Example:Write a contract for learning
include the goals for learning and how grades are determined include teacher determined goals and student determined goals allow students to identify more specific knowledge that interest
them based on individual student gaps individualize
Research and Theory about
Goal SettingFluency Example:
I will increase my WPM from ____ to ___ by the end of ___ quarter.
To achieve this goal I will: Practice with a partner on a weekly basis. Read nightly for 20 minutes. Participate in oral fluency activities in the
classroom on a regular basis.
Recommendations for Classroom Practice on Goal Setting
Communicate Learning Goals to Students Provide in writing (i.e. on board, handout) Provide orally
Help Students Set Learning Goals Model process for students (i.e. sentence
stems) Provide support along the way Establish short term and long term goals
Communicate Learning Goals to Parents Keep the message simple Avoid educational jargon
A well written goal should…
Establish direction and purpose
Be specific but flexible
Be stated in terms of knowledge rather than learning activities
Provide students opportunities to personalize
Goal Setting Activity THINK-PAIR-SHARE
1. Write an effective classroom goal for your students
2. Share with a partner
3. Provide feedback
Research & Theory Classroom Practice Regarding
Providing Feedback
Generalizations based on research:Feedback should be corrective in nature
Feedback should be timely
Feedback should be specific to a criterion
Students can effectively provide some of their own feedback
Research & Theory Classroom Practice Regarding
Providing Feedback
Feedback should be corrective in nature
gives an explanation of what the student is doing correctly
gives an explanation of what the student is doing that is not correct
promotes working on a task until the student is successful
Should be timely this is a critical point immediate is best the longer the delay in giving
feedback, the less improvement in achievement
Research & Theory Classroom Practice Regarding
Providing Feedback
Providing Feedback Activity
THINK- PAIR- SHARE
With a partner, brainstorm how you might provide feedback in a timely manner to
150+ students.
Should be specific to a criterion to be themost useful
referenced to a specific level of skill or knowledge (criterion referenced)
NOT in reference to other students – (norm referenced)
only giving the percentage of correct or incorrect answers is not usually very helpful in correcting a skill
Research & Theory Classroom Practice Regarding
Providing Feedback
Can also be effectively provided by the students themselves Students keeping track of their
own performance chart or graph accuracy chart or graph speed or both accuracy and speed
Teach students how to give feedback
Research & Theory Classroom Practice Regarding
Providing Feedback
Recommendations for Classroom Practice on Providing Feedback
Use Criterion-referenced Feedback Use rubrics to focus students on the
knowledge and skills they are supposed to learn
What is the focus of the criteria? If criteria focus is on the appearance of
the product, the student will be more likely to attend to the appearance.
If criteria focus is on the level of learning, the student will be more likely to attend to the level of learning.
4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories
3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright
RUBRIC: Clean Refrigerator
RUBRIC: Clean Refrigerator
2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware
1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out—Tupperware and all
Rubric: Identifying Author’s Purpose in a Narrative Text
4 points- The student has clearly stated why the author wrote the passage and has used three details from the text to support his/her answer.
3 points- The student has clearly stated why the author wrote the passage, but used only two details from the text to support his/her answer.
2 points- The student has clearly stated why the author wrote the passage, but used only one detail from the passage to support his/her answer.
1 point- The student clearly stated the author’s purpose, but did not support his/her answer.
0 points- The student did not identify the author’s purpose.
Recommendations for Classroom Practice on Providing Feedback
Focus Feedback on Specific Types of Knowledge
Relay correct as well as incorrect responses to fill in missing information and clarify misunderstandings
Corrective Feedback
Writing is clear with excellent transitions
Introduction is strong but choppy; strive for varied sentence structure.
Body paragraphs lack details and support
Recommendations for Classroom Practice on Providing Feedback
Use Student-Led Feedback Use peer feedback (templates
may be helpful) Use self assessments to help
students gauge own progress
Student-Led Feedback Example
Knowledge My Score My Partner’s feedback
My Teacher’s Score
The student has clearly stated why the author wrote the passage and has used three details from the text to support his/her answer.
When I looked at the rubric I decided I had earned a 2 because I didn’t give enough details.
You only gave one detail to support your answer.
You clearly stated the author’s purpose.
However ,you only used one detail to support your answer. You earned a 2.
What’s Your Score?
1. I identified the goal I was trying to reach. 1 2 3 4
2. I was able to answer 7 out of 10 comprehension questions correctly.
1 2 3 43. I was able to apply fluency strategies to reach my goal.
1 2 3 44. I reached my goal.
1 2 3 4
The work of a teacher . . . exhausting, complex, idiosyncratic, never twice the
same . . . is at its heart, an intellectual and ethical enterprise. Teaching is the vocation of vocations, a calling that shepherds a multitude of other callings. Teaching begins in challenge
and is never far from mystery.
William Ayres