Student Goal Setting

Student Goal Setting

Kindergarten Action Team

October 3, 2011

Celebrating the Three C’sThink about the first 33 days of school.

What examples have you seen students working as

- Confident Learners- Capable Learners- Curious Learners

What examples have you seen of students transferring understandings to a new situation?

Celebrating the Three C’sSelect a Letter (or two) and write an example (or two).

When the music begins move around the room.

When the music stops share your example with someone close to you.

When the music begins move again.

After three rounds return to table.

Roll the dice and make a colleague famous.

Why Action Team?

Setting the Table

• Kindergarten Institute Building Plans

• Parkway Strategic Plan– Goal 1: All students are Capable Learners who transfer their prior

learning to new demands, in and out of school.

– Goal 2: All students are Curious Learners who understand and respond to the challenges of an ever-changing world.

– Goal 3: All students are Confident Learners who are increasingly self-directed, skilled, and persistent as learners.

Essential Questions

• How will student goal setting ensure students are capable, curious, and confident learners who respond to an ever changing world?

• What role do formative assessments play in student goal setting?

• How can we balance rigorous formative assessments and student goal setting while valuing the developmental needs or five and six year old students?

  October 3, 2011 November 7, 2011

February 6, 2012 April 30, 2012

How will student goal setting ensure students are capable, curious, and confident learners who respond to an ever changing world?  

What role do formative assessments play in student goal setting?         

How can we balance rigorous formative assessments and student goal setting while valuing the developmental needs or five and six year old students?      

Assessment FOR LearningParkway 3G

7

Student Goal Setting Is there an app for that?

Assessment FOR LearningParkway 3G Assessment FOR LearningParkway 3G

Q RW E T Y U I O P

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ABC return

A FS D G H J K LZ VX C B N M

Groups +

We help our students become increasingly efficacious when we…help them learn how to improve the quality of their work one attribute at a time, when we help them learn to see and keep track of the changes in their own capabilities, and when we help them reflect on the relationships between those improvements and their own actions.

Rick Stiggins

Assessment FOR LearningParkway 3G Assessment FOR LearningParkway 3G

Q RW E T Y U I O P

space @ .#+=

ABC return

A FS D G H J K LZ VX C B N M

Groups +

To be effective, student self-assessment and goal-setting must be planned and must be purposeful.

Assessment FOR LearningParkway 3G

7 7

Where Am I Going?

Where Am I Now?

How Can I Close the Gap?

Cancel

Assessment FOR LearningParkway 3G Assessment FOR LearningParkway 3G

Q RW E T Y U I O P

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ABC return

A FS D G H J K LZ VX C B N M

Groups +

• Provide a clear and understandable vision of the learning target.– Share the learning target with

students– Use language students understand– Introduce students to the language

and concepts of the rubrics you use

Where Am I Going?

Chappuis, 2009

Assessment FOR LearningParkway 3G

2 types of feedbackSuccess Feedback • Identify what is done correctly.

• Describe a feature of quality present in the work.

• Point out effective use of strategy or process.

Intervention Feedback • Identify a correction• Describe a feature of quality needing

work.• Point out a problem with strategy or

process• Offer a reminder.• Make a specific suggestion.• Ask a question

Jan Chappuis, 2009

Assessment FOR LearningParkway 3G Assessment FOR LearningParkway 3G

Q RW E T Y U I O P

space @ .#+=

ABC return

A FS D G H J K LZ VX C B N M

Groups +

• Effective Feedback–Occurs during learning, where there is still time to act on it

–Does not do the work for the student

Where am I now?

Assessment FOR LearningParkway 3G

7 7

Where Am I Going?

Where Am I Now?

How Can I Close the Gap?

Cancel

Assessment FOR LearningParkway 3G

Stars and Stairs – the only difference is “I” “What steps am I going to make to reach the stars?”

Assessment FOR LearningParkway 3G Assessment FOR LearningParkway 3G

Q RW E T Y U I O P

space @ .#+=

ABC return

A FS D G H J K LZ VX C B N M

Groups +Self-assessment Ideas Chappuis pp. 99-126

• Moving parts (checkers, buttons, plastic chips)• Learning chains• Stars and Stairs• KWL revisited and modified throughout a unit• Exit tasks/tickets• Tracking/marking I Can statements as they are

reached• Letter to parent, principal, last year’s teacher, etc.• Traffic light (good, partial, or little understanding)

using colored dots

Assessment FOR LearningParkway 3G Assessment FOR LearningParkway 3G

Q RW E T Y U I O P

space @ .#+=

ABC return

A FS D G H J K LZ VX C B N M

Groups +1. Provide students with a clear and understandable vision

of the learning target.2. Use examples and models of strong and weak work.3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.5. Design lessons to focus on one learning target or aspect

of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection and let them keep

track of and share their learning.

7 Strategies of Assessment FOR Learning

Student Goal Setting in Action

• Divide into groups based on color on name tag

• Recording Sheet • Visit Groups

Teach SharingGoal Setting Descriptions

Strategies I Could Try Lingering Questions

Round 1:          

Round 2:          

Round 3:          

Round 4:           

Carousel Starting Points

• Catherine Pecher – red group• Sara Loehr – yellow group• Nicole Crowell – blue group• Kate Sinnokrak – green group

Designing a Plan

• Individual Reflection

• Make Your Goal Public with a Team Member

Student Goal        

Increments to Success        

Data to Monitor         

Making Data Visual        

Future Work

• November 7, 2011• February 6, 2012• April 30, 2012