Looking closer... Chapter 8 Setting Objectives and Providing Feedback.

Slides:



Advertisements
Similar presentations
The Journey – Improving Writing Through Formative Assessment Presented By: Sarah McManus, Section Chief, Testing Policy & Operations Phyllis Blue, Middle.
Advertisements

Setting Objectives and Providing Feedback. Setting Objectives Three Generalizations Instructional goals narrow what students focus on Can have a negative.
Debrief From PD360.
ESU 10 Summer 2010 SETTING OBJECTIVES & PROVIDING FEEDBACK.
Setting Objectives and Providing Feedback Wilton/Higgins/Burch.
Here is how close you are to the knowledge or skills you are trying to develop, and heres what you need to do next.
SETTING OBJECTIVES & PROVIDING FEEDBACK
Classroom Instruction That Works Robert Marzano, Debra Pickering, and Jane Pollock August 19, 2008.
Formative Assessment Institute Presented by: Jennifer Nehl From.
Setting Objectives & Providing Feedback Chapter 8 of Classroom Instruction that Works by Marzano, et al.
Classroom Instruction That Works Providing Feedback.
Classroom Assessment & Grading that WORK (book) Jacque Melin From the work of Robert J. Marzano (2006) Alexandria: ASCD.
Chapter 4: Reinforcing Effort and Providing Recognition
Mary Jo Sariscsany Assessing Health- Related Fitness and Physical Activity 13 chapter.
It defines acceptable evidence of student’s attainment of desired results. It determines authentic performance tasks that the student is expected to do.
APS Teacher Evaluation A SMART Process for Student and Teacher Growth.
Supporting the Instructional Process Instructional Assistant Training.
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING GOALS (OBJECTIVES) & PROVIDING.
Bettina Matysiak PIDP 3104November Introduction  What are “application cards”?  an informal assessment technique which allows instructors to.
Marzano Instructional Strategies. Research-Based Instruction Robert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional.
Designing and Planning Technology Enhanced Instruction
Using Effective Scientifically- Based Interventions that Align to Students' Needs Where are we? Where are we going? How do we get there?
SETTING OBJECTIVES & PROVIDING FEEDBACK Physical Education Teachers
SOL Changes and Preparation A parent presentation.
Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK.
1 K-8 Mathematics Standards Content Training Decimal Understanding.
Overview to Common Formative Assessments (CFAs) Adapted from The Leadership and Learning Center Presented by Jane Cook & Madeline Negron For Windham Public.
Setting Objectives and Providing Feedback Chapter 8 – Classroom Instruction That Works Pages
Strand III Formative Assessment. Goals of Strand III Formative Assessment Training To explore teachers’ perceptions of assessments and how these perceptions.
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools and Woody SETTING OBJECTIVES & PROVIDING.
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK.
Project Based Learning What, Why & How. Objectives for Today Have you experience the beginning of a project (= Making your own project) Analyze your experience,
Office of School Improvement Differentiated Webinar Series Formative Assessment – Feedback February 28,2012 Dr. Dorothea Shannon, Thomasyne Beverly, Dr.
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK.
Lesson objectives and success criteria Making learning clear.
Classroom Diagnostic Tools. Pre-Formative Assessment of Current CDT Knowledge.
HYIS Review of Strategies Setting Objectives and Providing Feedback Summarizing and Note Taking.
Planning for Teaching and Learning
Which Strategies Will Provide Evidence of Student Learning?
Formative assessment and effective feedback at Manor Lakes College
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK.
A Formative Assessment System That Really Works Lee Ann Pruske, MTS Kim O’Brien, MTL Milwaukee.
1/8/2016GBYOB #51 Great Beginnings Year One Part B Class #5 Analysis of Student Work.
Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK.
 This activity is designed for 3 rd graders who have not been exposed to multiplication or who have had a little exposure to multiplication.  This will.
Instructional Rounds: Fall 2015 Debrief A Collaborative Approach to Improving Teaching & Learning City, Elmore, Fiarman, and Teitel. Instructional Rounds.
Using Data and Grouping to Teach All Students All the Time—Differently!
Testing methods that require students to create and answer or develop a product that demonstrates knowledge or skills.
Section 3 Systems of Professional Learning Module 1 Grades K–5: Focus on Practice Standards.
How will we prepare the children for the new Year 2 Tests? All the topic areas have excellent opportunities for the children to develop skills that they.
Presentations of Action Research Planning for written summaries and sharing for Jan 2004.
Numeracy classes.  ces.com/Home+Page ces.com/Home+Page  Feel free.
ASSESSMENT and EVALUATION (seeing through the jargon and figuring out how to use the tools)
Monitoring and Assessment Presented by: Wedad Al –Blwi Supervised by: Prof. Antar Abdellah.
 Teaching: Chapter 14. Assessments provide feedback about students’ learning as it is occurring and evaluates students’ learning after instruction has.
SCIENCE Assessment Amanda Cantafio.
Components of Quality Classroom Assessments Mitch Fowler School Data Consultant, Calhoun ISD
Ronica Pardesi 30/09/08 DEVELOPING ESSENTIAL NUMERACY SKILLS IN THE FOUNDATION PHASE MISCONCEPTIONS AND THE METHODS OF REMEDIATION.
Department of Specialized Instruction & Student Services Strategic Plan – Initiative 1.
Big Ideas, Learning Goals & Success Criteria
Agile Education Teacher Presentation
Setting Objectives and Providing Feedback
Writing in Math: Digging Deeper into Short Constructed Responses
Embedding Personal Goal Setting and Self-Monitoring into the Curriculum Becca Leech Special Educator, Coordinator of the Personalized Learning Program,
Teaching and Learning with Technology
By Robert J. Marzono Debra J. Pickering Jane E. Pollock Published 2005
Math Milestones Information Constructed Response
Race to the Top~November Session
A Research-Based Strategy for Increasing Student Achievement
Presentation transcript:

Looking closer... Chapter 8 Setting Objectives and Providing Feedback

Learning Objective Learners will be able to use effective goal-setting and feedback strategies.

Goal Setting Process of establishing a direction for learning Instructional goals narrow what students focus on

Goal Setting Instructional goals need to be specific, but should not be too specific. Instructional objectives should include What is expected--performance Under what conditions How well By when

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!

Should goal setting focus on BIG IDEAS? Intensive instruction means teach less more thoroughly. If you don’t know what is important, everything is. If everything is important, you will try to do everything. If you try to do everything, you will be asked to do more. If you do everything, you won’t have time to figure out what is important.

Goal Setting Students should be encouraged to personalize the instructional goal

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

Classroom Instruction that Works Providing Feedback

The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback” (p.96) John Hattie University of Aukland

Providing Feedback Effect sizes on providing feedback are generally medium to large _____________________________________.0 nonepercentile gain of 0.20 small percentile gain of 8.50 medium percentile gain of large percentile gain of 29

Providing Feedback Feedback should be corrective Provide students with an explanation of what they are doing that is correct and what they are doing that is not correct Can be student-to- student (PALS)

Providing Feedback Different ways of giving feedback on “test-like events” have varied impacts on learning Providing students with an explanation as to what is right and what is wrong with their answers (ES.53) Allowing them to repeat the task (retake test) until they can succeed (ES.53) Providing them with the correct answer (ES.22) Telling students if answer is right or wrong (ES -.08) (simply telling them their score)

Timing of Feedback Feedback should be timely Feedback that occurs immediately after a test has the greatest effect on achievement Feedback that occurs immediately after a test item has the least effect on achievement In test taking situations, Immediately after a test (ES.72) Delayed after a test(ES.56) Immediately after a test item(ES.19)

Providing Feedback Feedback should be specific to a criterion 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 Helpful Tools Student’s Own Progress Monitoring 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 Feedback Peer revision of English paper Peer review of steps taken to solve a math problem Peer Assisted Learning Strategies in reading and math Rubrics

Timing of Tests Timing of tests One day after learning takes place (ES.74) One week after learning takes place (ES. 53) Longer than one week after learning takes place (ES. 26) Immediately after learning takes place (ES. 17)

Summary “Although common practice in most K-12 classrooms, setting objectives and providing feedback are frequently underused in terms of their flexibility and power” (p. 102) Goal setting needs to be specific, but not too specific Students should personalize goals Feedback is more effective when provided immediately