4Setting 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?
5Should 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
7Teachers Setting Learning Goals Process of establishing a direction for learningLearning goals narrow what students focus onGoals should not be ACTIVITY based; they should be LEARNING basedQuotes?
8Setting Learning Goals Learning goals need to be specific, but should not be too specific."Just right" goals are specific, but flexibleWe 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 BroadToo specificJust rightStudents understand the visual arts in relation to history and cultureGiven 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.
10Learning 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.
11Learning Activity vs. Learning Goal Convert A to GDesign 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 dieAdd and subtract fractions with like denominators.Make amagnet.Know the characteristics of a magnet
12Communicating Learning Goals to Students Write the learning goals on the boardPrepare a written handoutSyllabusProvide learning goals orallyBulletin boardsQuestion of the DayEssential Question
14Helping Students Set Personal Learning Goals Students should be encouraged to personalize the instructional goal We can do this by giving students a say with..ContentAssessmentsTime limitsProductsAdapt goals to personal needs and desires
15Personalized 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 WarBy analyzing literature, I want to know how the American Dream has changed over the yearsI 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.
16Personalized 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 themWithin 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
17Personalized Goal Setting Helpful Tools K-W-L ChartsStudent task choicesVideo recordings of their goalsLearning 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
18WRITE 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!
19Small Group Break Out! In your department PLC group, INK IT! Meet in your designated PLC meeting placeShare 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 classroomsAll members of the PLC group should be trying the same strategy!Complete Closure Form as a group
20Report OutOne person from each PLC fill out a colored Strategy FormShare what your PLC discussed and what strategy you will collectively try in your classrooms.
23Feedback that focuses on what needs to be done can encourage all to believe that they can improve. Black et al (2003)
24Think of a time when feedback made a difference in your learning. Providing FeedbackPlease 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?
25Types of Feedback Synthesis Study Focus Percentile Gain Type of FeedbackRight/wrong answer-3Correct answer9Repeat until corrected20Explanation
26Feedback 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?
27Providing Feedback: Corrective Feedback should be correctiveProvide students with an explanation of what they are doing that is correct and what they are doing that is not correctCan be student-to-student (PALS)Can be reflectiveThe studies that had large effect sizes of .90 and higher were ones that included corrective feedbackUse focuses correction areas (Collins Writing)
28Providing Feedback: Testing Different ways of giving feedback on “test-like events” have varied impacts on learningSmall GainsProviding them with the correct answer Big GainsProviding 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 LossTelling 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.
30Providing Feedback: Timely Feedback should be timelyFeedback that occurs immediately after a test has the greatest effect on achievementFeedback that occurs immediately after a test item has the least effect on achievementIn assessment situations,Immediately after assessment +++Delayed after assessment ++Immediately after an item in assessment -START AT THE BOTTOM OF THE SLIDEAlso know that the timing of feedback has different impacts on student learning
31Providing Feedback: Specific Feedback should be specific to a criterionReference a specific level of skill or knowledgeNeed to provide feedback on what students have learned about the content rather than how they stand relative to others or what grade they receivedFeedback to students needs to reflect on their learning not on their standing in comparison to others
32Providing 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!
33Providing Feedback Helpful Tools Student’s Own Progress MonitoringKeep track of their performance over timeGraph correct number of words (problems) correct in a minuteRead Naturally – reading fluencyFast Facts / Mad Minute – mathStudent-Led FeedbackPeer revision of English paperPeer review of steps taken to solve a math problemPeer Assisted Learning Strategies in reading and mathRubricsFeedback to students needs to reflect on their learning not on their standing in comparison to others
35Small 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 classroomCreate new ideas for giving feedbackHow, as a PLC, are you going to give better feedback to students?Complete Closure Form as a group
36Report OutShare with the people at your table what your PLC discussed and what strategy you will try in your classroom.
37Summary of In-ServiceYou have TWO new things to try in your classroom!Set clear learning goals for yourself and students!Give meaningful feedback!
38Before 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?