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

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 2 in.. Finish Adverb assignment… Work on myth.. Activities/Assignments

As a result of what we do today, you will be able to demonstrate that you: Understand the technique of foreshadowing in mysteries. Can revise writing to improve use of descriptive adverbs. Learning Goals

Add and subtract fractions. Understand the various components of culture. Make a travel brochure for a region. Make a simple machine. Understand the relationship between fractions and decimals Write a report on Charles Dickens. Design a menu that includes a balance of foods from the food pyramid. Know states and their capitals. Activities/Assignments or Learning Goals?????

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…?

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

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

Category 4321 Identifies Important Information Student lists all the main points of the article without having the article in front of him/her. The student lists all the main points, but uses the article for reference. The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant information. The student cannot identify important information with accuracy. Identifies Details Student recalls several details for each main point without referring to the article. Student recalls several details for each main point, but needs to refer to the article, occasionally. Student is able to locate most of the details when looking at the article. Student cannot locate details with accuracy.

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

Research & Theory Classroom Practice Regarding Providing Feedback 1. Should be “corrective” in nature.

2.Should be timely Research & Theory Classroom Practice Regarding Providing Feedback

3.should be specific to a criterion to be the most useful Research & Theory Classroom Practice Regarding Providing Feedback

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