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

2. Participant Outcomes Participants will: Understand the purpose and importance of setting goals 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 Be prepared for classroom walk-throughs

4. 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

5. Today Read Sections 1-1 through 1-3 Finish #20-35 Study for quiz Activities/Assignments

6. As a result of what we do today, you will be able to demonstrate that you: Understand the steps for multi-step equations. Can check the reasonableness of solutions. Learning Goals

7. 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?????

8. 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…? Math

9. 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…? Math Assignment: Page 126 (4-28) Due: Tomorrow (or August 19) Learning Goal: As a result of doing this assignment, I should: Know more about solving proportions.

10. 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. Goal Too Broad Too Specific Specific but Flexible Students use models (e.g., number lines, two-dimensional regions) to identify, order, and compare numbers. Students use models. Students will use ¼” graph paper to graph y = 2x + 5

11. 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

12. Research and Theory about Goal Setting Sample Student Contract The work that I will do during this unit will show that I understand the basic characteristics of proportions and how they work, better than I ever have before, and it will be clear that I have achieved the level of learning required for an A, as explained in our rubrics. To achieve this goal, I will: Ask questions when I do not understand. Complete all work and hand it in on time. Ask my parents to check my work and to quiz me with study questions. Student Name __________________________________________________ Date __________________________

14. 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

15. 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

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

17. 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.

18. Research Results for Corrective Feedback Synthesis Study FocusNo of Effect Sizes (ESs) Ave. ESPercentile Gain Type of Feedback Right/wrong answer6-.08-3 Correct Answer39.229 Repeat Until Correct4.5320 Explanation9.5320

19. Research Results for Corrective Feedback Synthesis Study FocusNo of Effect Sizes (ESs) Ave. ESPercentile Gain Type of Feedback Right/wrong answer6-.08-3 Correct Answer39.229 Repeat Until Correct4.5320 Explanation9.5320 Timing of Feedback Synthesis Study FocusNo of Effect Sizes (ESs) Ave. ESPercentile Gain Timing of Feedback Immediately after item49.197 Immediately after test2. 7226 Delayed after test8.5621 Timing of Test Immediately37. 176 One day2. 7427 One week12. 5320 Longer4. 2610

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

21. 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

22. 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

23. 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

24. 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.

25. Example… Reading a Bar Graph Rubric 4 = excellent The student can perform the skills and processes important to reading a bar graph with no significant errors and with fluency. The student also understands the key feature of the process of reading a bar graph. 3 = good The student can perform the process of reading a bar graph without making significant errors. 2 = needs improvement The student makes significant errors when performing the process of reading a bar graph but still accomplishes a rough approximation of the process of reading a bar graph. 1 = unacceptable The student makes so many errors in the process of reading a bar graph that he or she cannot actually read a bar graph. 0 = no judgment possible No judgment can be made about the student’s ability.

26. 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

30. Recommendations for Classroom Practice on Providing Feedback c. Use Student Led Feedback  Use peer feedback  Use self assessments to help students gage own progress (templates found in the participant’s packet may be helpful)

32. Using a Think, Pair, Share… What have you learned about setting goals or providing feedback?

33. 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

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