Created by The School District of Lee County, CSDC and Secondary Reading Cadre in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES

Created by The School District of Lee County, CSDC and Secondary Reading Cadre in conjunction with

Cindy Harrison, Adams 12 Five Star Schools

SETTING OBJECTIVES &

PROVIDING FEEDBACK

Participant OutcomesParticipants will:Understand the purpose and

importance of setting objectives Identify ways to implement goal

setting in the classroomUnderstand the purpose and

importance of providing feedback to students about their learning

Review examples of providing corrective, timely and specific feedback

Average Eff ect

Percentile Category

Size (ES) Gain

No. of ESs

I dentif ying similarities and diff erences 1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing eff ort and providing recognition 0.80 29 21

Homework and practice 0.77 28 134

Nonlinguistic representations 0.75 27 246

Cooperative learning 0.73 27 122

Setting objectives and providing feedback 0.61 23 408

Generating and testing hypotheses 0.61 23 63

Questions- cues- advance organizers 0.59 22 1,251

Generalizations based on research: Instructional goals narrow what

students focus on. Instructional goals should not be too

specific. Students should personalize goals.

Research and Theory about

Goal Setting

TodayRead Chapter 2 in …Finish Adverb assignment…Work on myth…

Activities/Assignments

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

Understand the technique of foreshadowing in mysteries.

Can revise writing to improve use of descriptive adverbs.

Learning Goals

1. Add and subtract fractions.

2. Understand the various components of culture.

3. Make a travel brochure for a region.

4. Make a simple machine.

5. Understand the relationship between fractions and decimals

6. Write a report on Charles Dickens.

7. Design a menu that includes a balance of foods from the food pyramid.

8. Know states and their capitals.

Activities/Assignments or Learning Goals?????

Personalizing Goals

Example:Teacher Goal: Students will be able to select

the appropriate meaning for a word according to context.

Student’s personalized goal: After completing this assignment, I will be able to figure out words I don’t know without using a dictionary.

Formats for homework that clarify purpose:

Assignment NotebookLanguage Arts

Assignment:

Due:

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

ReadingAssignment:

Due:


ScienceAssignment:

Due:


Social Studies

Assignment:

Due:


Assignment:

Due:

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

Know more about… Understand better…

Be more skilled at…


Goal SettingGeneralization # 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

Goal Setting Examples Too Broad Too Specific Specific but Flexible

Students understand the folklore and other cultural contributions from various regions of the U.S. and how they help to form the national heritage.

List three differences between games from the Colonial period and games from today.

Students know the differences between games that children played long ago and games of today.

Students understand the visual arts in relation to history and cultures.

Given two examples of art objects from the Renaissance period, students describe the function and meaning of the objects including at least three details for each.

Students know the function and meaning of specific art objects within varied cultures, times, and places.

Students know environmental and external factors that affect individual and community health.

List, in order of importance, three sources and causes of air pollution in the community.

Students know sources and causes of various types of pollution (e.g., air, ground, noise, water, food) in the community.

Students understand and apply basic and advanced properties of the concepts of numbers.

Students identify ten odd and even numbers with 80 percent accuracy.

Students understand the basic difference between odd and even numbers.

Goal Setting Activity

THINK-PAIR-SHARE

With a partner, read each objective and place an X in the appropriate column. If the objective is too broad or too specific, rewrite the objective so that it is appropriate.

Objective Too

Broad

Too Specific

Specific but Flexible

Rewrite of Too Broad or Too Specific

Students use the general skills and strategies of the writing process.

Students use a variety of context clue strategies to identify unknown words.

Students explain in three paragraphs how Daniel Boone contributed to the cultural history of the United States.

Students use the general skills and strategies of the reading process.


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 based on individual student gaps individualize


Goal SettingFluency Example:

I will increase my WPM from ____ to ___ by the end of ___ quarter.

To achieve this goal I will: Practice with a partner on a weekly basis. Read nightly for 20 minutes. Participate in oral fluency activities in the

classroom on a regular basis.

Recommendations for Classroom Practice on Goal Setting

Communicate Learning Goals to Students Provide in writing (i.e. on board, handout) Provide orally

Help Students Set Learning Goals Model process for students (i.e. sentence

stems) Provide support along the way Establish short term and long term goals

Communicate Learning Goals to Parents Keep the message simple Avoid educational jargon

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

Goal Setting Activity THINK-PAIR-SHARE

1. Write an effective classroom goal for your students

2. Share with a partner

3. Provide feedback

Research & Theory Classroom Practice Regarding

Providing Feedback

Generalizations based on research:Feedback should be corrective in nature

Feedback should be timely

Feedback should be specific to a criterion

Students can effectively provide some of their own feedback


Providing Feedback

Feedback 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

Should be timely this is a critical point immediate is best the longer the delay in giving

feedback, the less improvement in achievement


Providing Feedback

Providing Feedback Activity

THINK- PAIR- SHARE

With a partner, brainstorm how you might provide feedback in a timely manner to

150+ students.

Should be specific to a criterion to be themost 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


Providing Feedback

Can also be effectively provided by the students themselves Students keeping track of their

own performance chart or graph accuracy chart or graph speed or both accuracy and speed

Teach students how to give feedback


Providing Feedback

Recommendations for Classroom Practice on Providing Feedback

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

RUBRIC: Clean Refrigerator

RUBRIC: 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

Rubric: Identifying Author’s Purpose in a Narrative Text

4 points- The student has clearly stated why the author wrote the passage and has used three details from the text to support his/her answer.

3 points- The student has clearly stated why the author wrote the passage, but used only two details from the text to support his/her answer.

2 points- The student has clearly stated why the author wrote the passage, but used only one detail from the passage to support his/her answer.

1 point- The student clearly stated the author’s purpose, but did not support his/her answer.

0 points- The student did not identify the author’s purpose.


Focus Feedback on Specific Types of Knowledge

Relay correct as well as incorrect responses to fill in missing information and clarify misunderstandings

Using Think- Pair- Share, how could you make this feedback more corrective in nature?

Corrective Feedback

Writing is clear with excellent transitions

Introduction is strong but choppy; strive for varied sentence structure.

Body paragraphs lack details and support


Use Student-Led Feedback Use peer feedback (templates

may be helpful) Use self assessments to help

students gauge own progress

Student-Led Feedback Example

Knowledge My Score My Partner’s feedback

My Teacher’s Score

The student has clearly stated why the author wrote the passage and has used three details from the text to support his/her answer.

When I looked at the rubric I decided I had earned a 2 because I didn’t give enough details.

You only gave one detail to support your answer.

You clearly stated the author’s purpose.

However ,you only used one detail to support your answer. You earned a 2.

What’s Your Score?

1. I identified the goal I was trying to reach. 1 2 3 4

2. I was able to answer 7 out of 10 comprehension questions correctly.

1 2 3 43. I was able to apply fluency strategies to reach my goal.

1 2 3 44. I reached my goal.

1 2 3 4

What thoughts, questions,

challenges, or ideas do you have?

Using a whip…

What have you learned about setting objectives or providing feedback?

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

Documents

Created by The School District of Lee County, CSDC and Secondary Reading Cadre in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES