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Setting Objectives and Providing Feedback Chapter 8 – Classroom Instruction That Works Pages 92-102.

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1 Setting Objectives and Providing Feedback Chapter 8 – Classroom Instruction That Works Pages 92-102

2 What is goal setting? Goal setting is the process of establishing a direction for learning. Goal setting is the process of establishing a direction for learning. Three generalizations from research on goal setting: Three generalizations from research on goal setting: Instructional goals narrow what students focus on. Instructional goals narrow what students focus on. Instructional goals should not be too specific. Instructional goals should not be too specific. Students should be encouraged to personalize the teacher’s goals. Students should be encouraged to personalize the teacher’s goals.

3 Classroom Practice in Goal Setting Specific but Flexible Goals Teacher sets general goals for students so there is flexibility as students make the goal their own. Teacher sets general goals for students so there is flexibility as students make the goal their own. Good sentence stems: Good sentence stems: “I want to know more about…..” “I want to know more about…..” “I know that…” “I know that…”

4 Classroom Practice in Goal Setting Contracts Allow students control over their learning. Allow students control over their learning. Allow for differentiation. Allow for differentiation. Identify strategies/skills students need to practice. Identify strategies/skills students need to practice.

5 Providing Feedback “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.” Researcher John Hattie 1992

6 Generalizations to Guide the Use of Feedback Feedback should be corrective in nature. Feedback should be corrective in nature. Students are provided with an explanation of what they are doing that is correct and what they are doing that is not correct.

7 Feedback should be timely. Feedback should be timely. The more delay in giving feedback results in less improvement in achievement. The more delay in giving feedback results in less improvement in achievement. Optimum time for a test covering a specific learning situation is one day following the learning. Optimum time for a test covering a specific learning situation is one day following the learning.

8 Feedback should be specific to a criterion. Feedback should be specific to a criterion. Should reference a specific level of skill or knowledge. Should reference a specific level of skill or knowledge. Should be criterion-referenced rather than norm-referenced. Should be criterion-referenced rather than norm-referenced.

9 Students can effectively provide some of their own feedback. Students can effectively provide some of their own feedback. Students can monitor their own progress. Students can monitor their own progress. Self-evaluation as learning occurs. Self-evaluation as learning occurs.

10 Criterion-Referenced Feedback Tells students where they stand relative to a specific target of knowledge or skill. Tells students where they stand relative to a specific target of knowledge or skill. Use of rubrics. Use of rubrics. Students often ask: Students often ask: Why is this wrong? Why is this wrong? What does the “B” mean? What does the “B” mean?

11 Rubric for Processes and Skills 4The skill is done correctly and easily. The important parts of the skill is understood. 3The skill is done correctly, but not easily. 2Some big mistakes are made when the skill is done, but basic steps in the skill are done. 1Many big mistakes are made and the skill can not be done. 0No attempt to try to do the skill.

12 Student-Led Feedback “In the eyes of the beholder” “In the eyes of the beholder” “Kids say the darndest things.” “Kids say the darndest things.” Encourages students to support each other. Encourages students to support each other.

13 Planning for Providing Feedback What knowledge will students be learning? What knowledge will students be learning? What will I do to ensure that students understand the rubrics? What will I do to ensure that students understand the rubrics? What will I do to ensure that I provide feedback in a timely manner? What will I do to ensure that I provide feedback in a timely manner? How will I engage students in the feedback process? How will I engage students in the feedback process? How will I monitor the impact of feedback on student learning? How will I monitor the impact of feedback on student learning? What will I do to help students who are not responding well to feedback? What will I do to help students who are not responding well to feedback?

14 As Administrators, is it our responsibility to MODEL how to set objectives and provide meaningful and timely feedback? How do YOU accomplish this?

15 How To Find Rubrics You can begin by typing in RUBRICS and hitting search. Here are some that we think are good: Rubistar Rubistar teAchnology http://www.teach-nology.com/web teAchnology http://www.teach-nology.com/webhttp://www.teach-nology.com/web http://school.discovery.com/schrockguide/assess.html http://school.discovery.com/schrockguide/assess.html http://school.discovery.com/schrockguide/assess.html http://www.middleweb.com/rubricsHG.html http://www.middleweb.com/rubricsHG.html http://www.middleweb.com/rubricsHG.html http://www.ncsu.edu/midlink/ho.html http://www.ncsu.edu/midlink/ho.html http://www.ncsu.edu/midlink/ho.html http://www.rubrics4teachers.com http://www.rubrics4teachers.com http://www.rubrics4teachers.com


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