Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK

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

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

Today Read Chapter on color theory.. Finish Color Wheel… Work on thumbnail sketches.. Activities/Assignments

As a result of what we do today, you will be able to demonstrate that you: Understand color theory. Can revise composition to improve use of color relationships. Learning Goals

Create tints and shades. Understand the various components of color. Make a brochure for Elements and Principles. Make a Color Value Scale. Understand the relationship between Shape and Form Write a report on how an artist uses colors. Design a graphic organizer that includes Elements and Principles. Know definitions of Elements and Principles. Activities/Assignments or Learning Goals?????

Formats for homework that clarify purpose: Assignment Sketchbook Visual Arts 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: 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: Assignment: Turn a circle into a sphere using shading Due: Friday Learning Goal: As a result of doing this assignment, I should Know more about form and shape Understand better how to show volume? Be more skilled at using shading techniques?

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

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

Research and Theory about Goal Setting Class Learning Goal: Students will understand basic Elements and Principles and how to apply them. My Learning Goals are: I know__________________________________________ I want to know about_______________________________ I want to be able to do _____________________________ Dear Parents: This quarter, we are studying the Elements of Art and Principles of Design. Your child will be able to use the elements and principles to create a composition, and develop art skills and techniques. For questions, please contact me. Signature ______________________________ Date ________ Name ____ Date ____

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

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

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

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.

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

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

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

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

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.

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

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

Example… ObjectivesPoorMinimalAdequateExcellent Points Elements of Art (EoA) and Principles of Design (PoD) No evidence of EoA and PoD Some effort to include EoA and PoD EoA and PoD used appropriately EoA and PoD clearly applied CompositionNo composition attempted Little composition attempted Entire space used with some inactive spots Entire picture plane is activated and utilized Skill and Craftsmanship Very few marks made or no attempt to control, messy Some techniques attempted, minimal control of medium Medium used with skill and control Superior technique and mastery of medium. CreativityLow creativity, mostly or all copied Minimally creative, parts may have been copied Fairly creative, some application of new idea Very creative, synthesizes and takes idea to new level. Total

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

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

Peer and Self Assessment Feedback Form Project Title_________________________________ Per._____ Date_____ Peer Name _____________________ Answer in complete sentences: + You did these things well: D You could change or improve this by: Student Name ____________________ Answer in complete sentences: + I did these things well: D I could change or improve this by: What did I learn as a result of this project? ________________________________________ __________________________________________________________________________

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

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

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

We trained hard, but it seems that every time we were beginning to form up into teams, we would be reorganized. I was to learn later in life that we tend to meet any new situation by reorganizing; and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency and demoralization. Petronius Arbiter 210 B.C. Change or Improvement?