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

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

Category Percentile Gain

No. of Studies

Identifying similarities and differences 45 31 Summarizing and note taking 34 179 Reinforcing effort and providing recognition 29 21 Homework and practice 28 134 Nonlinguistic representations 27 246 Cooperative learning 27 122 Setting objectives and providing feedback 23 408 Generating and testing hypotheses 23 63 Questions-cues-advance organizers 22 1,251

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

Research ShowsResearch Shows

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

TodayContinue reading PhysicsBook chap. 2Finish velocity problems…Work on lab write-up..

Activities/Assignments

As a result of what we do today, you will beable to demonstrate that you:

Can differentiate between speed and velocity.

Can calculate distance from a velocity vs. time graph.

Learning Goals

Your Classroom EvaluationYour Classroom Evaluation

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

•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 NotebookLanguage Arts

Assignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

MathAssignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

ScienceAssignment:

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 aboutGoal 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 Broad Too 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.

Research and Theory about

Goal SettingGeneralization # 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

Goal Setting

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

Your PlanYour Plan

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

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…Think, pair, share…

1.1. Write an effective Write an effective classroom goal for your classroom goal for your students.students.

2.2. Share with a partner.Share with a partner.

3.3. ““Provide feedback.”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.

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”.

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.

Research & Theory Classroom Practice Regarding

Providing Feedback1. 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

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

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.

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

Things we can do…Things we can do…RubricsRubrics

Homework rubrics could be done like Homework rubrics could be done like AP free-response problems.AP free-response problems.

Rubrics for scientific drawings/graphs Rubrics for scientific drawings/graphs could include checks for size could include checks for size appropriateness, execution, labeling, appropriateness, execution, labeling, and neatness.and neatness.

Recommendations for Classroom Practice on Providing Feedbacka. 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.

4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories

3 Refrigerator 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

2 Some 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

1 Items 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…(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.

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

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:

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