1. Looking closer... Chapter 8 Setting Objectives and Providing Feedback

2. Learning Objective Learners will be able to use effective goal-setting and feedback strategies.

3. Goal Setting Process of establishing a direction for learning Instructional goals narrow what students focus on

4. Goal Setting Instructional goals need to be specific, but should not be too specific. Instructional objectives should include What is expected--performance Under what conditions How well By when

5. Write it down. Written goals have a way of transforming wishes into wants; cannots into cans; dreams into plans; and plans into reality. Don't just think it - ink it!

6. Should goal setting focus on BIG IDEAS? Intensive instruction means teach less more thoroughly. If you don’t know what is important, everything is. If everything is important, you will try to do everything. If you try to do everything, you will be asked to do more. If you do everything, you won’t have time to figure out what is important.

7. Goal Setting Students should be encouraged to personalize the instructional goal

8. Personalized Goal Setting Helpful Tools Sentence Stems (I want to know more about...) I know that the heart pumps blood through the body, but I want to know how a heart attack happens. I want to know how I can use a² + b² = c² in real life. I want to know if there is more than one theory about the causes of the Civil War By analyzing literature, I want to know how the American Dream has changed over the years I want to know why the answer to multiplication of fractions is smaller than either of the fractions multiplied.

9. Personalized Goal Setting Helpful Tools Contracts: - Contracts allow students the opportunity to state the goals they will try to attain and the grade they will receive if they do attain them

10. Classroom Instruction that Works Providing Feedback

11. The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback” (p.96) John Hattie University of Aukland

12. Providing Feedback Effect sizes on providing feedback are generally medium to large _____________________________________.0 nonepercentile gain of 0.20 small percentile gain of 8.50 medium percentile gain of 20.80 large percentile gain of 29

13. Providing Feedback Feedback should be corrective Provide students with an explanation of what they are doing that is correct and what they are doing that is not correct Can be student-to- student (PALS)

14. Providing Feedback Different ways of giving feedback on “test-like events” have varied impacts on learning Providing students with an explanation as to what is right and what is wrong with their answers (ES.53) Allowing them to repeat the task (retake test) until they can succeed (ES.53) Providing them with the correct answer (ES.22) Telling students if answer is right or wrong (ES -.08) (simply telling them their score)

15. Timing of Feedback Feedback should be timely Feedback that occurs immediately after a test has the greatest effect on achievement Feedback that occurs immediately after a test item has the least effect on achievement In test taking situations, Immediately after a test (ES.72) Delayed after a test(ES.56) Immediately after a test item(ES.19)

16. Providing Feedback Feedback should be specific to a criterion reference a specific level of skill or knowledge Need to provide feedback on what students have learned about the content rather than how they stand relative to others or what grade they received

17. Providing Feedback Helpful Tools Student’s Own Progress Monitoring Keep track of their performance over time Graph correct number of words (problems) correct in a minute  Read Naturally – reading fluency  Fast Facts / Mad Minute – math Student-Led Feedback Peer revision of English paper Peer review of steps taken to solve a math problem Peer Assisted Learning Strategies in reading and math Rubrics

18. Timing of Tests Timing of tests One day after learning takes place (ES.74) One week after learning takes place (ES. 53) Longer than one week after learning takes place (ES. 26) Immediately after learning takes place (ES. 17)

19. Summary “Although common practice in most K-12 classrooms, setting objectives and providing feedback are frequently underused in terms of their flexibility and power” (p. 102) Goal setting needs to be specific, but not too specific Students should personalize goals Feedback is more effective when provided immediately