1. Setting Objectives and Providing Feedback
Effective Instructional Strategies USD 443 Staff Development November 10, 2010
Distribute:
WestED Module 3, Research on Teaching packet, pages (4 pages)
USD 443 Walk-Through Data Instrument (1 page)
WestED Module 3, Feedback Article, Mr. Cordoza (1 page)
Setting Objectives and Providing Feedback

2. Effective Instructional Strategies USD 443 Staff Development
Workshop Objectives
By the end of this workshop you will:
Be aware of purpose and implementation of USD 443 Walk-Through Data Instrument
Be aware of the nine *Highly Effective Categories of Instructional Strategies
Understand the effect on student learning of each category
Be aware of the effect of *“Setting Objectives” upon student achievement
Understand generalizations of the research on Goal Setting/Setting Objectives
Be aware of the effect of *“Providing Feedback” upon student achievement
Understand generalizations of the research on Providing Feedback
* Classroom Instruction that Works, Marzano
By the end of this workshop you will:
Be aware of purpose and implementation of USD 443 Walk-Through Data Instrument
Be aware of the nine Highly Effective Categories of Instructional Strategies (R Marzano)
Understand the effect on student learning of each category
Be aware of the effect of “Setting Objectives” upon student achievement
Understand generalizations of the research on Goal Setting/Setting Objectives
Be aware of the effect of “Providing Feedback” upon student achievement
Understand generalizations of the research on Providing Feedback

3. Setting Objectives and Providing Feedback
Read WestEd Module 3, Research on Teaching
Rosenshine and Stevens, page 46
Berliner, page 47
Hunter, page 48
Complete worksheet, page 49.
Direct participants to read pages 46 – 48 from the WestED Module 3, Research on Teaching
As they read, participants should highlight (underline, circle) key instructional strategies
After reading all three articles, participants should
list the highlighted elements for each article on page 49, and
highlight (underline, circle) the common elements listed in all three articles

4. Setting Objectives and Providing Feedback
Read WestEd Module 3, Research on Teaching
Rosenshine and Stevens, page 46
Berliner, page 47
Hunter, page 48
Complete worksheet, page 49. In small groups (3-4) list the common (effective) instructional strategies identified in all 3 articles.
Are these common (effective) instructional strategies prevalent in USD 443 classes?
Should they be?
If so, how can we make that happen?
Ask the participants to form groups of 3-4 to:
Establish complete list of common effective instructional strategies
Determine if these strategies are prevalent across all USD 443 classrooms
If not, should they be?
Why are they not prevalent?
How can we make them prevalent?
(10 – 15 minutes)

5. Setting Objectives and Providing Feedback
Read WestEd Module 3, Research on Teaching
Rosenshine and Stevens, page 46
Berliner, page 47
Hunter, page 48
Complete worksheet, page 49. In small groups (3-4) list the common (effective) instructional strategies identified in all 3 articles.
Are these common (effective) instructional strategies prevalent in USD 443 classes?
Should they be?
If so, how can we make that happen?
Whole Group Discussion:
What are the common effective instructional strategies?
Are these strategies prevalent across all USD 443 classrooms
If not, why are they not prevalent?
How can we make them prevalent?
(10 – 15 minutes)

6. Effective Instructional Strategies and Student Engagement
WORLD CLASS EDUCATION FOR ALL
CORE CURRICULUM
EFFECTIVE INSTRUCTION
STUDENT ENGAGEMENT
Two years ago, in partnership with WestED, we made a commitment to identify and establish the “Core, Essential Curriculum” for USD 443.
Our vision of a World Class Education for all students can not exist without the support of an established Core Curriculum. Furthermore, a Core Curriculum not support by Effective Instruction and Engages Students will not support a World Class Education for All.
(Next Slide – animated crashing pillars)
21ST CENTURY LEARNING

7. Effective Instructional Strategies and Student Engagement
WORLD CLASS EDUCATION FOR ALL
CORE CURRICULUM
EFFECTIVE INSTRUCTION
STUDENT ENGAGEMENT
21ST CENTURY LEARNING

8. Effective Instructional Strategies and Student Engagement
CORE CURRICULUM
WORLD CLASS EDUCATION FOR ALL
EFFECTIVE INSTRUCTION
STUDENT ENGAGEMENT
21ST CENTURY LEARNING

9. Effective Instructional Strategies and Student Engagement
CORE CURRICULUM
WORLD CLASS EDUCATION FOR ALL
STUDENT ENGAGEMENT
EFFECTIVE INSTRUCTION
21ST CENTURY LEARNING

10. Effective Instructional Strategies and Student Engagement
CORE CURRICULUM
WORLD CLASS EDUCATION FOR ALL
EFFECTIVE INSTRUCTION
STUDENT ENGAGEMENT
21ST CENTURY LEARNING

11. Effective Instructional Strategies and Student Engagement
CORE CURRICULUM
WORLD CLASS EDUCATION FOR ALL
STUDENT ENGAGEMENT
EFFECTIVE INSTRUCTION
21ST CENTURY LEARNING

12. Effective Instructional Strategies and Student Engagement
CORE CURRICULUM
WORLD CLASS EDUCATION FOR ALL
EFFECTIVE INSTRUCTION
STUDENT ENGAGEMENT
21ST CENTURY LEARNING

13. Effective Instructional Strategies and Student Engagement
CORE CURRICULUM
EFFECTIVE INSTRUCTION
WORLD CLASS EDUCATION FOR ALL
21ST CENTURY LEARNING
STUDENT ENGAGEMENT

14. Effective Instructional Strategies and Student Engagement
As you know, we have an established curriculum. We are currently implementing the Mastery Check Instructional Calendar with PLC-directed MTSS intervention for students failing to meet our proficiency bench marks.
Now, we need to direct our focus upon the remaining two pillars:
Effective Instructional Strategies and Student Engagement
To direct our focus, we are developing an instrument to identify need in these two areas.
(Direct the participants to look at the USD 443 Walk-Through Data Instrument)

15. Effective Instructional Strategies and Student Engagement
This instrument, developed in partnership with WestEd, is designed to gather school and district-wide data in five (5) categories:
Essential Indicators and Lesson Objectives
Teaching Academic Vocabulary
English Language Learner (ELL) Strategies
Marzano’s (9) Highly Effective Instructional Strategies
(Student) Engagement Strategies
The first Walk-Through is scheduled for April Walk-through data will be collected at the end of each semester, beginning next year.
Data generated by Walk-Through will guide building and district Staff Development and Will Not be designed or used to evaluate teachers, principals or schools

16. Setting Objectives and Providing Feedback
Highly Effective Instructional Strategy
From Classroom Instruction that Works, R. Marzano 23
To support the first Pillar, “Core Curriculum” – we have chosen to focus upon the Category of “Setting Objectives and Providing Feedback”.
Effective implementation of this strategy will result in a 23 percentile gain in student achievement.
(Marzano, Pickering, Pollock p7)

17. Setting Objectives and Providing Feedback
Goal setting Definition:
Process of establishing a direction of learning.
Goal Setting 18 21
Research results for “Goal Setting” show an 18 – 21 percentile gain in student learning.
(Marzano, Pickering, Pollock p93)
In general students had a percentile gain.

18. Setting Objectives and Providing Feedback
Goal setting Definition:
Process of establishing a direction of learning.
Three generalizations to make from research on goal setting:
Instructional goals narrow what the students’ focus on by
eliminating unintended outcomes
setting goals focuses students’ attention to such a degree that they ignore information not specifically related to the goal.
Instructional goals narrow what the students’ focus on by
eliminating unintended outcomes
setting goals focuses students’ attention to such a degree that they ignore information not specifically related to the goal.
Marzano, Pickering, Pollock p94)

19. Setting Objectives and Providing Feedback
Goal setting Definition:
Process of establishing a direction of learning.
Three generalizations to make from research on goal setting:
Instructional goals should not be too specific.
Instructional goals do not produce better results if they are overly specific.
Characteristics of Effective Instructional Goals:
Performance – tells the learner what is expected, describes the product or result
Conditions – describes important conditions under which the performance is to occur
Criterion – describes “acceptable performance”
Instructional goals should not be too specific.
Instructional goals do not produce better results if they are overly specific.
Characteristics of Effective Instructional Goals:
Performance – tells the learner what is expected, describes the product or result
Conditions – describes important conditions under which the performance is to occur
Criterion – describes “acceptable performance”
Marzano, Pickering, Pollock p94)

20. Setting Objectives and Providing Feedback
Goal setting Definition:
Process of establishing a direction of learning.
Three generalizations to make from research on goal setting:
3. Students should be encouraged to personalize the instructional goals.
Students adapt his or her own needs and desires.
This is why goals should not be too specific
Research shows positive effect of students to setting goals in “contract” context
Allows students to take ownership in the learning process and have greater control over own learning
3. Students should be encouraged to personalize the instructional goals.
Students adapt his or her own needs and desires.
This is why goals should not be too specific
Research shows positive effect of students to setting goals in “contract” context
Allows students to take ownership in the learning process and have greater control over own learning
Marzano, Pickering, Pollock p94-95)

21. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Think about a situation in which timely, valuable feedback helped you work towards a clear objective.
Think about a situation in which timely, valuable feedback helped you work towards a clear objective.

22. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Think about a situation in which timely, valuable feedback helped you work towards a clear objective.
Turn to the person next to you:
Describe the learning experience
Describe the feedback you received
What feedback was helpful
What feedback was not helpful
Why?
Were you successful in accomplishing the objective?
What are the characteristics of effective feedback?
Turn to the person next to you:
Describe the learning experience
Describe the feedback you received
What feedback was helpful
What feedback was not helpful
Why?
Were you successful in accomplishing the objective?

23. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Think about a situation in which timely, valuable feedback helped you work towards a clear objective.
Turn to the person next to you:
Describe the learning experience
Describe the feedback you received
What feedback was helpful
What feedback was not helpful
Why?
Were you successful in accomplishing the objective?
What are the characteristics of effective feedback?
(Redirect the participants attention)
Whole Group Discussion:
What are the characteristics of effective feedback?
(5 – 10 minutes)

24. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Four Characteristics of Effective Feedback, Feedback Should:
Be “Corrective” in nature.
Be Timely.
Be Specific to a criterion.
Allow the learner to effectively provide self feedback.
Marzano has drawn four generalizations to guide the use of feedback.
Feedback should:
Be “Corrective” in nature.
Be Timely.
Be Specific to a criterion.
Allow the learner to effectively provide self feedback.
Marzano, Pickering, Pollock p )

25. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Providing Feedback
Studies looked at general effects of feedback
Students had average percentile gains of points.
Studies looked at general effects of feedback
Students had average percentile gains of points.
Marzano, Pickering, Pollock (p97)

26. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
The most powerful single modification to enhance student achievement is feedback.
If teachers “are to have an impact on learning, then they must come to know what the students are thinking so that they can provide more feedback, task information, encourage trial and error and develop deep understanding and transformations.”
The simplest prescription for improving education must be *“dollops of feedback”
*(Hattie J.A. (1992) Measuring the Effects of Schooling, Australian Journal of Education p 9.)
The most powerful single modification to enhance student achievement is feedback.
If teachers “are to have an impact on learning, then they must come to know what the students are thinking so that they can provide more feedback, task information, encourage trial and error and develop deep understanding and transformations.”
The simplest prescription for improving education must be *“dollops of feedback”

27. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Characteristics of effective feed back
Is well timed
Is expected
Is based on observation and/or reliable information
Is specific
Encourages self assessment
Student and teacher work together towards common goal
Characteristics of effective feed back
Is well timed
Is expected
Is based on observation and/or reliable information
Is specific
Encourages self assessment
Student and teacher work together towards common goal

28. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
There are four generalizations that we can make
1. Feedback should be “corrective” in nature.
- 3
Right/Wrong Answer
Feedback should be “corrective” in nature.
Looking at these results,
Does it surprise you that research indicates that simply telling students whether an answer is right or wrong can have a negative effect upon their achievement? (- 3)
Marzano, Pickering, Pollock (p98)
Does it surprise you that research indicates that simply telling students whether an answer is right or wrong can have a negative effect upon their achievement?

29. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Four generalizations to guide the use of feedback
1. Feedback should be “corrective” in nature.
Teachers should let students work on a task until they succeed.
Teachers should explain what the student is doing correctly and what the student is not doing correctly.
Remember, only telling a student that their answers are right or wrong has a negative effect on achievement!
Teachers should let students work on a task until they succeed.
Teachers should explain what the student is doing correctly and what the student is not doing correctly.
Remember, only telling a student that their answers are right or wrong has a negative effect on achievement!

30. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Four generalizations to guide the use of feedback
2. Feedback should be timely.
Timing of Feedback
The timing of feedback is critical to its effectiveness
The more delay, the less improvement there is in achievement
Marzano, Pickering, Pollock (p98)

31. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Four generalizations to guide the use of feedback
3. Feedback should be specific to a criterion.
Should be “criterion” based not “norm” based.
Curriculum (WestED) “Unpacking” Essential Indicators
4. Students can effectively provide some of their own feedback.
Can be done by progress tracker, journal, learning log, etc.
May include accuracy, speed, quality and results
3. Feedback should be specific to a criterion.
Should be “criterion” based not “norm” based.
Curriculum (WestED) “Unpacking” Essential Indicators
4. Students can effectively provide some of their own feedback.
Can be done by progress tracker, journal, learning log, etc.
May include accuracy, speed, quality and results

32. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Four generalizations to guide the use of feedback
3. Feedback should be specific to a criterion.
Should be “criterion” based not “norm” based.
Curriculum (WestED) “Unpacking” Essential Indicators
4. Students can effectively provide some of their own feedback.
Can be done by progress tracker, journal, learning log, etc.
May include accuracy, speed, quality and results
Rubrics can be a powerful tool to provide criterion-based, student-led feedback.
Rubrics can be a powerful tool to provide criterion-based, student-led feedback.
Direct the participants to move to small groups (3-4)

33. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Information Rubric
Process and Skill Rubric
Describe the elements of an effective Information Rubric
Describe the elements of an effective Process and Skill Rubric
Assign ½ of the groups to develop a General Information rubric for a unit on the Industrial Revolution
Assign the other ½ of the groups to develop a Process and Skill Rubric for reading a bar graph
( minutes)

34. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Rubrics
How does your rubric compare?
(Redirect to Whole Group)
How do your rubrics compare to these?
How difficult was this?

35. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
Read the Feedback for Specific Types of Knowledge and Skill handout (Mr. Cordova).
(Direct participants to read the Feedback for Specific Types of Knowledge and Skill handout)
(5 minutes)

36. Setting Objectives and Providing Feedback
Research and Theory on Providing Feed Back
The more specific the feedback is the better!
Can you relate to these students?
Whole Group Discussion:
Can you relate to these students?
(5 minutes)

37. Setting Objectives and Providing Feedback
In Conclusion
In most classrooms setting objectives and providing feedback are frequently underused!
Goal setting establishes a direction for learning.
Providing feedback is a very effective tool for a student and teacher to improve education.
Conclusion
In most classrooms setting objectives and providing feedback are frequently underused!
Goal setting establishes a direction for learning.
Providing feedback is a very effective tool for a student and teacher to improve education.