1. Elizabeth Kominar – Biology & Chemistry Cape Coral High & Marc Jones -- Biology South Fort Myers High Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK

2. Participant Outcomes Participants will: Understand the purpose and importance of setting objectives Identify ways to implement goal setting in the classroom Understand the purpose and importance of providing feedback to students about their learning Review examples of providing corrective, timely and specific feedback

3.  Identifying similarities and differences  Summarizing and note taking  Reinforcing effort and providing recognition  Homework and practice  Nonlinguistic representations  Cooperative learning  Setting objectives and providing feedback  Generating and testing hypotheses  Questions, cues and advance organizers Place the following Instructional Strategies That Affect Student Achievement in order from high yield to low yielding.

4. Categories in Instructional Strategies That Affect Student Achievement CategoryAverage Effect Percenti le No. of ESs Standar d Size (ES) GainDeviatio n (SD) Identifying similarities and differences1.6145310.31 Summarizing and note taking1.00341790.5 Reinforcing effort and providing recognition 0.8029210.35 Homework and practice0.77281340.36 Nonlinguistic representations0.75272460.4 Cooperative learning0.73271220.4 Setting objectives and providing feedback 0.61234080.28 Generating and testing hypotheses0.6123630.79 Questions, cues and advance organizers0.59221,2510.26

5. 4 T’s of Classroom Walkthrough T Teaching and learning objectives (what students are to know and be able to do) T Target (on target for grade level/course level) T Taxonomy (where on Blooms and Webbs*) T Text/materials (appropriate use of resources)

6. Research and Theory about Goal Setting

7. Generalizations based on research: 1. Instructional goals narrow what students focus on. 2. Instructional goals should not be too specific. 3. Students should personalize goals. Research and Theory about Goal Setting

8. Today Read Chapter 12 in.. Finish comparing the alkali and alkaline earth metals assignment… Work on comparing transition elements.. Activities/Assignments Annual Assessed Science Benchmark SC.A.2.4.5

9. As a result of what we do today, you will be able to demonstrate that you: Describe the properties of a typical metals. Differentiate among three groups of transition elements. Learning Goals

10. Convert 100 cm to meter. Compare motion in a straight line with circular motion. Make a table showing important characteristics of projectile motion. Make a simple machine. Understand the benefits and drawbacks of universal use of the SI measurement. Write in your journal, describe the fastest you have ever moved without a vehicle. Design a menu that includes a balance of foods from the food pyramid. Know the three laws of thermodynamics. Activities/Assignments or Learning Goals?????

11. Formats for homework that clarify purpose: Assignment Notebook Language Arts Assignment: Due: Learning Goal: As a result of doing this assignment, I should: Math Assignment: Due: Learning Goal: As a result of doing this assignment, I should: Science Assignment: Due: Learning Goal: As a result of doing this assignment, I should: Social Studies Assignment: Due: Learning Goal: As a result of doing this assignment, I should: Assignment: Due: Learning Goal: As a result of doing this assignment, I should Know more about…? Understand better…? Be more skilled at…?

12. Research and Theory about Goal Setting Generalization # 1: Instructional goals narrow what students focus on. Set objectives or goals that are specific but flexible. Generalization # 2: Instructional goals should not be too specific. When goals are too specific they limit learning and are typically referred to as behavioral objectives. Too BroadToo Specific Specific but Flexible Sunshine State Standards

13. Research and Theory about Goal Setting Generalization # 3: Students should personalize goals. Students are more likely to explain what they are learning and show personal interest in the learning objectives. Example: Write a contract for learning  include the goals for learning and how grades are determined  include teacher determined goals and student determined goals  Allow students to identify more specific knowledge that interest them  base on their individual gaps  individualize

14. Example… Students can write their own Learning Goals. Name ____________________________ My Goals for this semester is or This week I plan to study

15. Learning contracts

18. Recommendations for Classroom Practice on Goal Setting a. Communicate Learning Goals to Students  Provide in writing (i.e. on board, handout)  Provide orally b. Help Students Set Learning Goals  Model process for students (i.e. sentence stems)  Provide support along the way  Short term and long term goals c. Communicate Learning Goals to Parents  Keep the message simple  Avoid educational jargon

19. A well written goal should… establish direction and purpose be specific but flexible be stated in terms of knowledge rather than learning activities provide students opportunities to personalize

20. Examples of Goals Too BroadToo SpecificSpecific but Flexible Students know that outside and environmental factors affect chemical reactions List in order of importance three sources and causes that influence chemical reactions Students knows sources and causes affecting chemical reactions

21. Think, pair, share… 1. Write an effective classroom goal for your students. 2. Share with a partner. 3. “Provide feedback.”

22. Research & Theory Classroom Practice Regarding Providing Feedback

23. Research & Theory Classroom Practice Regarding Providing Feedback Generalizations based on research: 1. Feedback should be corrective in nature. 2. Feedback should be timely. 3. Feedback should be specific to a criterion. 4. Students can effectively provide some of their own feedback.

24. Research & Theory Classroom Practice Regarding Providing Feedback 1. should be “corrective” in nature. ggives an explanation of what the student is doing correctly ggives an explanation of what the student is doing that is not correct ppromotes working on a task until the student is successful

25. 2.should be timely  this is a critical point!  immediate is best  the longer the delay that occurs in giving feedback, the less improvement there is in achievement Research & Theory Classroom Practice Regarding Providing Feedback

26. 3.should be specific to a criterion to be the most useful  Referenced to a specific level of skill or knowledge (criterion referenced)  NOT in reference to other students – (norm referenced).  Only giving the percentage of correct or incorrect answers is not usually very helpful in correcting a skill. Research & Theory Classroom Practice Regarding Providing Feedback

27. 4.can also be effectively provided by the students themselves.  Students keeping track of their own performance Chart or graph of accuracy Chart of graph of speed Or both accuracy and speed  Teach students how to give feedback Research & Theory Classroom Practice Regarding Providing Feedback

28. Recommendations for Classroom Practice on Providing Feedback a. Use Criterion-referenced feedback  Use rubrics to focus students on the knowledge and skills they are supposed to learn What is the focus of the criteria? If criteria focus is on the appearance of the product, the student will be more likely to attend to the appearance. If criteria focus is on the level of learning, the student will be more likely to attend to the level of learning.

29. 4Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright Clean refrigerator

30. 2Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out—Tupperware and all

31. Example…

32. Student-Designed Experiments Rubric 4 Points Problem or hypothesis is clearly defined in a manner that can be tested. Results are reproducible; controls are complete. Observations are detailed, precise, and organized for easy interpretation. Inferences are appropriate and strongly supported. Communication is clear and well organized with correct use of the language. 3 Points Problem or hypothesis is somewhat confused, but still allows for testing. Results may not be totally reproducible; steps may be missing; controls are inadequate. Observations are basic and adequate; organization may be lacking. Inferences are mildly supported; some minor points may be missing; student may recognize inconsistencies. Communication is satisfactory with some lapses in organization or clarity. 2 Points Problem or hypothesis may be implied; experimental design is unrelated. Results may not be reproducible because of confusing explanations and inadequate controls. Observations are difficult to interpret; irrelevant ideas are mixed with relevant ones. Inferences are weak and partially supported; some supporting evidence is irrelevant; no acknowledgment of inconsistencies. Communication is lacking with many errors in language and organization. 1 Point Problem or hypothesis is neither defined nor implied; experimental design is lacking. No variables controlled. Observations are inadequate, and generally unrelated data is disorganized. Inferences are supported by irrelevant information or are not supported at all. Communication is confused and disorganized.

36. Recommendations for Classroom Practice on Providing Feedback b. Focus Feedback on Specific Types of Knowledge  Relay correct as well as incorrect responses to fill in missing information and clarify misunderstandings

40. Recommendations for Classroom Practice on Providing Feedback c. Use Student Led Feedback  Use peer feedback (templates may be helpful)  Use self assessments to help students gage own progress

42. Group Performance Checklist Group members _____________________________ Teacher Group _____________________________ Assessment Assessment _____________________________   _____________________________ Did everyone take part? Did you do all of the parts of The task? Did you use information already present as a resource? Did everyone work well together? Did everyone give their best effort? Was the work done on time?

44. Using a whip… What have you learned about setting objectives or providing feedback?

45. What thoughts, questions, challenges, or ideas do you have?

46. The work of a teacher... exhausting, complex, idiosyncratic, never twice the same... is at its heart, an intellectual and ethical enterprise. Teaching is the vocation of vocations, a calling that shepherds a multitude of other callings. Teaching begins in challenge and is never far from mystery. William Ayres