Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK Health Cadre

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

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

Today Read Chapter 2 in your book Finish Tobacco questions Work on myths of Tobacco Activities/Assignments

As a result of what we do today, you will be able to demonstrate that you: Understand the different diseases caused by tobacco Debunk the myths related to tobacco use. Learning Goals

Read handout on lung diseases Understand tobacco company’s motives behind advertising Make an anti-smoking brochure. Write 10 reasons not to smoke. I will understand the relationship between cancer and tobacco use. I want to know more about the power of addiction. Activities/Assignments or Learning Goals?????

Formats for homework that clarify purpose: Assignment Notebook Language Arts Assignment: Due: Learning Goal: As a result of doing this assignment, I should: Math Assignment: Due: Learning Goal: As a result of doing this assignment, I should: Science Assignment: 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 about Goal 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 BroadToo Specific Specific but Flexible Understand the basic effects of tobacco on your health Give 5 dangers of tobacco use. Students will know the dangers of tobacco use.

Research and Theory about Goal Setting Generalization # 3: Students should personalize goals. Students are more likely to explain what they are learning and show personal interest in the learning objectives. Example: I want to know more about emphysema. 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

Research and Theory about Goal Setting The work that I will do during this unit will show that I understand the dangers of tobacco use and how it will effect my overall health, and it will be clear that I have achieved the level of learning required for an A, as explained in our rubrics. To achieve this goal, I will Ask questions when I do not understand. Complete all work and hand it in on time. Ask my parents to check my work and to quiz me with study questions. ____________________ ___________ Student’s NameDate

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

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… 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: 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.

Research & Theory Classroom Practice Regarding Providing Feedback 1. should be “corrective” in nature. ggives an explanation of what the student is doing correctly ggives an explanation of what the student is doing that is not correct p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

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

Recommendations for Classroom Practice on Providing Feedback a. 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.

4Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3Refrigerator 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

2Some 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 1Items 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… Performance LevelPerformance Description 4The student has a complete and detailed understanding of the dangers of tobacco use on the body. 3The student has a complete understanding of the information important to the topic but not in great detail. 2The student has an incomplete understanding of the topic and/or misconceptions about some of the information. 1The student understands very little about the topic or has misconceptions about most of the information. 0No judgment can be made about the student’s understanding of the topic.

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

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:

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