1. Debrief From PD360

2. Setting Learning Goals and Providing Feedback
Looking closer . . .
Setting Learning Goals 
and 
Providing Feedback
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3. Morning Session – Setting Learning Goals
Debrief
Introduction
Instruction
Implementation
Closure

4. Setting Learning Goals
Please reflect on the following question in your PLC Notebook or Online Journal.
How do I let students know what they are supposed to learn in lessons or units?

5. Should goal setting focus on
BIG IDEAS?
Intensive instruction means teach less more thoroughly.
If you don’t know what is important, everything is important.
If everything is important, you will try to do everything.
If you do everything, you won’t have time to figure out what is important.
Closely tied to goal setting is prioritizing. This slide is one that addresses teachers rather than students.
New basal series come with box loads of materials. They don’t have time to teach it all and need help in deciding on what is most important.
We hope to have a preliminary report in January from the national math panel. Then, similar to the national reading panel, we will have big ideas in math instruction.
BARBARA WALTERS Civic on the streets test - 3 branches of government - geographic location of Washington D.C. – VP of the United States – Students generally are unable to answer correctly those 3 questions but can answer very specific factual questions

6. Marzano Explains Setting Goals

7. Teachers Setting Learning Goals
Process of establishing a direction for learning
Learning goals narrow what students focus on
Goals should not be ACTIVITY based; they should be  LEARNING based
Quotes?

8. Setting Learning Goals
Learning goals need to be specific, but should not be too specific.
"Just right" goals are specific, but flexible
We need a balance. If too specific, can have an effect size of .12 (small size). Behavioral objectives that are too narrow, focus too tightly on what students need to learn. They learn less then about surrounding material (over focused).
Google Search showing a satellite view of the neighborhood (the big picture) vs. visual inspection of moss on the tree in your yard (minute facts)
WHAT IS EXPECTED – Math CBM (Curriculum Based Measurement) Single skill (adding with regrouping) vs. mixed skill (add/subtract/multiply/divide) problems.

9. "Goldilocks" Learning Goals
Too Broad
Too specific
Just right
Students understand the visual arts in relation to history and culture
Given two examples of art objects from the Renaissance period, students describe the function and meaning of the objects, including at least three details from each.
Students know the function and meaning of specific art objects within varied cultures, times, and places.
Students understand and apply basic and advanced properties for the concepts of numbers.
Students identify ten prime and composite numbers with 80% accuracy.
Students understand the basic difference between composite and prime numbers.

10. Learning Activity vs. Learning Goal
Learning goals are concrete and measurable.  
The skills the students should  take away as a result of the lesson/unit.
Learning activities are the lessons and things the students will be doing to practice the skill in order to achieve the learning goal.

11. Learning Activity vs. Learning Goal
Convert A to G
Design a menu that includes a balance of foods from the food pyramid.
Know the elements of the food pyramid and what is meant by a balanced die
Add and subtract fractions with like denominators.
Make a
magnet.
Know the characteristics of a magnet

12. Communicating Learning Goals to Students
Write the learning goals on the board
Prepare a written handout
Syllabus
Provide learning goals orally
Bulletin boards
Question of the Day
Essential Question

13. BREAK!
Take a ten minute break!

14. Helping Students Set Personal Learning Goals
Students should be encouraged to personalize the instructional goal 
We can do this by giving students a say with..
Content
Assessments
Time limits
Products
Adapt goals to personal needs and desires

15. 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.
Sentence stems have been considered helpful tools in personalizing the goals.

16. 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
Within the framework of the larger goal established by the teacher, students can contract for their own learning and grade they will receive when they achieve it.
Using 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

17. Personalized Goal Setting Helpful Tools
K-W-L Charts
Student task choices
Video recordings of their goals
Learning journals 
Within the framework of the larger goal established by the teacher, students can contract for their own learning and grade they will receive when they achieve it.
Using 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

18. 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!

19. Small Group Break Out! In your department PLC group, INK IT!
Meet in your designated PLC meeting place
Share ideas for implementing these strategies in your classroom!
YOUR GOAL:
Share a minimum of six different ideas for implementing these strategies.
Decide as a PLC group on ONE to try in all of your classrooms
All members of the PLC group should be trying the same strategy!
Complete Closure Form as a group

20. Report Out
One person from each PLC fill out a colored Strategy Form
Share what your PLC discussed and what strategy you will collectively try in your classrooms.

21. LUNCH!
Enjoy your grub.

22. Afternoon Session – Providing Feedback
Debrief
Introduction
Instruction
Implementation
Closure

23. Feedback that focuses on what needs to be done can encourage all to believe that they can improve.
Black et al (2003)

24. Think of a time when feedback made a difference in your learning.
Providing Feedback
Please reflect on the following question in your PLC Notebook or Online Journal.
Think of a time when feedback made a difference in your learning.
What did the feedback look like?

25. Types of Feedback Synthesis Study Focus Percentile Gain
Type of Feedback
Right/wrong answer -3
Correct answer 9
Repeat until corrected 20
Explanation

26. Feedback Through Grading
Segment (4:45-8:00)
While watching this video, think about your own grading practices.
How much information do you give to students about what they need to improve when grading their work?

27. Providing Feedback: Corrective
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)
Can be reflective
The studies that had large effect sizes of .90 and higher were ones that included corrective feedback
Use focuses correction areas (Collins Writing)

28. Providing Feedback: Testing
Different ways of giving feedback on “test-like events” have varied impacts on learning
Small Gains
Providing them with the correct answer 
Big Gains
Providing students with an explanation as to what is right and what is wrong with their answers 
Allowing them to repeat the task (retake test) until they can succeed 
Loss
Telling students if answer is right or wrong (simply telling them their score)
We also know that teachers can provide feedback in different ways and those different ways have different levels of impact on student learning.

29. Timing of Feedback

30. Providing Feedback: Timely
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 assessment situations,
Immediately after assessment   +++
Delayed after assessment  ++
Immediately after an item in assessment -
START AT THE BOTTOM OF THE SLIDE
Also know that the timing of feedback has different impacts on student learning

31. Providing Feedback: Specific
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
Feedback to students needs to reflect on their learning not on their standing in comparison to others

32. Providing Feedback: Activity
At your tables, you have five different formative assessments.
Discuss and record with your group members the following:
Which of the CITW feedback goals is this formative assessment addressing?
How is it assessing students?
What could it be used for?
Record your answers in your PLC journal!

33. 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
Feedback to students needs to reflect on their learning not on their standing in comparison to others

34. Providing Feedback Helpful Tools
Checklists
Rubric Builder
RubiStar
Rubric Maker
Electronic Portfolio
SurveyMonkey
SMART Goal Setting
Assessment as Feedback

35. Small Group Break Out! Meet in your designated PLC meeting place
Share ideas for implementing these strategies in your classroom!
YOUR GOAL:
Share ways you have used effective feedback in your classroom
Create new ideas for giving feedback
How, as a PLC, are you going to give better feedback to students?
Complete Closure Form as a group

36. Report Out
Share with the people at your table what your PLC discussed and what strategy you will try in your classroom.

37. Summary of In-Service
You have TWO new things to try in your classroom!
Set clear learning goals for yourself and students!
Give meaningful feedback!

38. Before Next  Time...
Post your experience trying your new strategies to our PD360 group.
Which strategies did you try?
What went well?
What are you going to modify for next time?