Setting Learning Goals How do I let students know what they are supposed to learn in lessons or units? Please reflect on the following question in your PLC Notebook or Online Journal.
Should goal setting focus on BIG IDEAS? Intensive instruction means teach less more thoroughly. If you dont know what is important, everything is important. If everything is important, you will try to do everything. If you do everything, you wont have time to figure out what is important.
Marzano Explains Setting Goals
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
Setting Learning Goals Learning goals need to be specific, but should not be too specific. "Just right" goals are specific, but flexible
"Goldilocks" Learning Goals Too BroadToo specificJust 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.
Learning Activity vs. Learning Goal Learning goals are concrete and measurable. o 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.
Learning Activity vs. Learning Goal Learning Activity Learning GoalConvert 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
Communicating Learning Goals to Students Write the learning goals on the board Prepare a written handout o Syllabus Provide learning goals orally Bulletin boards Question of the Day Essential Question
BREAK! Take a ten minute break!
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.. o Content o Assessments o Time limits o Products
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.
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
Personalized Goal Setting Helpful Tools K-W-L Charts Student task choices Video recordings of their goals Learning journals
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!
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 o All members of the PLC group should be trying the same strategy! Complete Closure Form as a groupClosure Form
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.
Feedback that focuses on what needs to be done can encourage all to believe that they can improve. Black et al (2003)
Providing Feedback Think of a time when feedback made a difference in your learning. What did the feedback look like? Please reflect on the following question in your PLC Notebook or Online Journal.
Types of Feedback Synthesis StudyFocusPercentile Gain Type of Feedback Right/wrong answer-3 Correct answer9 Repeat until corrected 20 Explanation20
Feedback Through Grading assessment 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?
Providing Feedback: Corrective Feedback should be corrective o Provide students with an explanation of what they are doing that is correct and what they are doing that is not correct o Can be student-to- student (PALS) o Can be reflective
Providing Feedback: Testing Different ways of giving feedback on test-like events have varied impacts on learning Small Gains o Providing them with the correct answer Big Gains o Providing students with an explanation as to what is right and what is wrong with their answers o Allowing them to repeat the task (retake test) until they can succeed Loss o Telling students if answer is right or wrong (simply telling them their score)
Timing of Feedback
Providing Feedback: Timely Feedback should be timely o Feedback that occurs immediately after a test has the greatest effect on achievement o Feedback that occurs immediately after a test item has the least effect on achievement o In assessment situations, Immediately after assessment +++ Delayed after assessment ++ Immediately after an item in assessment -
Providing Feedback: Specific Feedback should be specific to a criterion o 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
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!
Providing Feedback Helpful Tools Students Own Progress Monitoring o 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 o Peer revision of English paper o Peer review of steps taken to solve a math problem o Peer Assisted Learning Strategies in reading and math Rubrics
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 Small Group Break Out!
Report Out Share with the people at your table what your PLC discussed and what strategy you will try in your classroom.
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!
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?