1. Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools and Woody 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

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. Research Shows When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

6. Today Continue reading Physics Book chap. 2 Finish velocity problems… Work on lab write-up.. Activities/Assignments

7. As a result of what we do today, you will be able to demonstrate that you: Can differentiate between speed and velocity. Can calculate distance from a velocity vs. time graph. Learning Goals

8. Your Classroom Evaluation At least once during the year, your principal should walk through your classroom, and ask a student what their learning goal is for that day. So make sure the goal is visible to everyone in the room and ask them to write it down.

9. 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?????

10. 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…?

11. 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 SSS Students will know the quantum mech model for hydrogen. Students will know modern atomic model to the level of orbitals.

12. 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

13. Goal Setting

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. Your Plan Write specific ways you are going to communicate learning goals to your principal, students, and parents.

16. 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

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

18. 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.

19. A Quote… A quote from John Hattie who reviewed 7,827 students on learning and instruction, “The most powerful single innovation that enhances achievement is feedback”.

20. Providing students with an explanation of what they are doing that is correct and what they are doing that is not correct is the most effective type of feedback. Simply telling students that their answer on a test is right or wrong has a negative impact on achievement. Providing students with the correct answer has a moderate effect. The best feedback appears to involve an explanation of what is accurate and what is inaccurate in terms of student responses. In addition, asking students to keep working on a task until they succeed appears to enhance student achievement.

21. 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

22. 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

23. 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

24. Things we can do… Ted Vittitoe has developed a Physics Quiz program for use on a computer. The program allows the students to get immediate feedback and to see the correct solution with diagrams illustrating the concepts.

25. 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

26. Things we can do… Rubrics Homework rubrics could be done like AP free-response problems. Rubrics for scientific drawings/graphs could include checks for size appropriateness, execution, labeling, and neatness.

27. 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.

28. 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

29. 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

30. Example…(more physics less housekeeping) 1. Read Question and Label Variables 2. Draw the Situation Appropriately 3. Correct Formula(s) Chosen 4. Good Math Skills Demonstrated 5. Answer with Correct Rounding and Units.

31. 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 – refer to AP Physics Handout

35. 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 Insert as examples, cadre created/selected feedback templates:

37. What have you learned about setting objectives or providing feedback?

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

39. 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