Debrief From PD360

Looking closer . . .

Setting Learning Goals 

and Providing Feedback

Morning Session – Setting Learning Goals

• Debrief• Introduction• Instruction• Implementation• Closure

Setting Learning Goals

How do I let students know what they are supposed to learn in lessons or units?

Please reflect on the following question in your PLC Notebook or Online Journal.

Should goal setting focus on BIG IDEAS?

Intensive instruction means teach less more thoroughly.

• If you don’t know what is important, everything is important.

• If everything is important, you will try to do everything.

• If you do everything, you won’t have time to figure out what is important.

Marzano Explains Setting Goals

http://youtu.be/2A6ulEwJFMs

Teachers Setting Learning Goals

• Process of establishing a direction for learning

• Learning goals narrow what students focus on

• Goals should not be ACTIVITY based; they should be  LEARNING based

Setting Learning Goals 

• Learning goals need to be specific, but should not be too specific.

• "Just right" goals are specific, but flexible

"Goldilocks" Learning GoalsToo Broad Too specific Just right

Students understand the visual arts in relation to history and culture

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

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

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

Students identify ten prime and composite numbers with 80% accuracy.

Students understand the basic difference between composite and prime numbers.

Learning Activity vs. Learning Goal

• Learning goals are concrete and measurable.  o The skills the students

should  take away as a result of the lesson/unit.

• Learning activities are the lessons and things the students will be doing to practice the skill in order to achieve the learning goal.

Learning Activity vs. Learning Goal

Learning Activity

Learning Goal Convert A to G

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

Know the elements of the food pyramid and what is meant by a balanced die

Add and subtract fractions with like denominators.

Make amagnet.

Know the characteristics of a magnet

Communicating Learning Goals to Students

• Write the learning goals on the board

• Prepare a written handouto Syllabus

• Provide learning goals orally• Bulletin boards• Question of the Day• Essential Question

BREAK!

Take a ten minute break!

Helping Students Set Personal Learning Goals

• Students should be encouraged to personalize the instructional goal 

• We can do this by giving students a say with..o Contento Assessmentso Time limitso Products

Personalized Goal Setting Helpful Tools

Sentence Stems (I want to know more about . . .)

• I know that the heart pumps blood through the body, but I want to know how a heart attack happens.

• I want to know how I can use a² + b² = c² in real life.

• I want to know if there is more than one theory about the causes of the Civil War

• By analyzing literature, I want to know how the American Dream has changed over the years

• I want to know why the answer to multiplication of fractions is smaller than either of the fractions multiplied.

Personalized Goal Setting Helpful Tools

Contracts:

- Contracts allow students the opportunity to state the goals they will try to attain and the grade they will receive if they do attain them

Personalized Goal Setting Helpful Tools

• K-W-L Charts• Student task

choices• Video recordings

of their goals• Learning journals 

WRITE IT DOWN!

Written goals have a way of transforming wishes into wants; cannots into cans; dreams into plans; and plans into reality. 

Don't just think it - ink it!

Small Group Break Out!In your department PLC group, INK IT!

Meet in your designated PLC meeting place

Share ideas for implementing these strategies in your classroom!

YOUR GOAL:

• Share a minimum of six different ideas for implementing these strategies.

• Decide as a PLC group on ONE to try in all of your classroomso All members of the PLC group should be

trying the same strategy!• Complete Closure Form as a group

Report Out

One person from each PLC fill out a colored Strategy Form

Share what your PLC discussed and what strategy you will collectively try in your classrooms.

LUNCH!

Enjoy your grub.

Afternoon Session – Providing Feedback

• Debrief• Introduction• Instruction• Implementation• Closure

Feedback that focuses on what needs to be done can encourage

all to believe that they can improve.

Black et al (2003)

Providing Feedback

Think of a time when feedback made a difference in your learning.What did the feedback look like?

Please reflect on the following question in your PLC Notebook or Online Journal.

Types of Feedback

Synthesis Study Focus Percentile Gain

Type of Feedback

Right/wrong answer -3

Correct answer 9

Repeat until corrected

20

Explanation 20

Feedback Through Grading

http://teachfind.com/secondary-assessment-formative-assessment

Segment (4:45-8:00)

While watching this video, think about your own grading practices.

How much information do you give to students about what they need to improve when grading their work?  

Providing Feedback: Corrective

• Feedback should be correctiveo Provide students with

an explanation of what they are doing that is correct and what they are doing that is not correct

o Can be student-to-student (PALS)

o Can be reflective

Providing Feedback: Testing

Different ways of giving feedback on “test-like events” have varied impacts on learning

• Small Gainso Providing them with the correct answer 

• Big Gainso Providing students with an explanation as to what is right

and what is wrong with their answers o Allowing them to repeat the task (retake test) until they can

succeed • Loss

o Telling students if answer is right or wrong (simply telling them their score)

Timing of Feedback

Providing Feedback: Timely

• Feedback should be timelyo Feedback that occurs immediately after a test has

the greatest effect on achievemento Feedback that occurs immediately after a test item

has the least effect on achievement

o In assessment situations, Immediately after assessment   +++ Delayed after assessment  ++ Immediately after an item in assessment -

Providing Feedback: Specific

• Feedback should be specific to a criteriono Reference a specific level of skill

or knowledge Need to provide feedback on what

students have learned about the content rather than how they stand relative to others or what grade they received

Providing Feedback: Activity

At your tables, you have five different formative assessments.

Discuss and record with your group members the following:

• Which of the CITW feedback goals is this formative assessment addressing?

• How is it assessing students?

• What could it be used for?

Record your answers in your PLC journal!

Providing FeedbackHelpful Tools

• Student’s Own Progress Monitoringo Keep track of their performance over time

Graph correct number of words (problems) correct in a minute

Read Naturally – reading fluency Fast Facts / Mad Minute – math

• Student-Led Feedbacko Peer revision of English papero Peer review of steps taken to solve a math problemo Peer Assisted Learning Strategies in reading and math

• Rubrics

• Checklists• Rubric Builder• RubiStar• Rubric Maker• Electronic Portfolio• SurveyMonkey• SMART Goal Setting• Assessment as Feedback

Providing FeedbackHelpful Tools

http://www.pd360.com/index.cfmContentId=141

Meet in your designated PLC meeting place

Share ideas for implementing these strategies in your classroom!

YOUR GOAL:

• Share ways you have used effective feedback in your classroom

• Create new ideas for giving feedback• How, as a PLC, are you going to give better

feedback to students?• Complete Closure Form as a group

Small Group Break Out!

Report Out

Share with the people at your table what your PLC discussed and what strategy you will try in your classroom.

Summary of In-Service

You have TWO new things to try in your classroom!

Set clear learning goals for yourself and students!

Give meaningful feedback!

Before Next  Time...

Post your experience trying your new strategies to our PD360 group.

• Which strategies did you try?• What went well?• What are you going to modify for next time?