1. Setting Objectives and Providing Feedback
Display this slide as the participants arrive for the day.
Welcome everyone to the session.

2. Create Formal Cooperative Learning Groups - CATS
Review the directions for Creating Formal Cooperative Learning Groups.
Because the groups will be based on common content areas, they will be called Content Area Teams (CATS) for this learning.

3. Today’s Agenda Objectives Participant Activity Outline
What did you learn?
For next time…
Also for next time…
Read item one - Objectives
When the facilitator gets to the Participant Activity Outline item, he/she will point out that instead of everything being listed on the agenda slide that the information for the day’s activities is within their participant activity outline handout.
Continue reading the agenda.

4. Objectives
After completing Session Three and its fieldwork, teacher participants will be able to…
utilize the online modules.
describe the specific strategies, research generalizations, and resulting classroom implications for these instructional strategies.
Review the Professional Learning Goals (objectives) for Session Three with the participants.
These are the learning objectives for the session.

5. Objectives (Continued)
recognize when they are currently using these strategies with students.
create research-based instructional learning activities to use with students.
analyze differences in student achievement after utilizing these instructional strategies in the classroom.
Continue reviewing the objectives for Session Three with the participants.
These will be reviewed again at the end of the session in an effort to recognize personal growth.

6. Entrance Slip Reflect on your use of the “Season Partners” strategy.
What went well? What might you change?
Think-Pair-Share
Ask question one.
Ask participants to give examples of what went well.
Prompt a whole group discussion.

7. Building Background (KWL)
What I think I know about Setting Objectives and Providing Feedback.
What I want to know about Setting Objectives and Providing Feedback.
What I learned about Setting Objectives and Providing Feedback.
Setting Objectives:
Providing Feedback:
Group Activity:
Have each table group identify a list of items they think they know relative to Setting Objectives and Providing Feedback, i.e. at least 1 for each. (Use the template provided to the group, i.e. there should be 1 on each table.)
Then, have them generate a list of 1-2 items they want to know about both.
(Again, use the template provided.)
Whole Group Share Out – Record on Chart Paper

8. View Video Introduction

9. Quick Write
Handout #4
“Having students set their own learning goals and personalize the
goals motivates them to really pay attention, and focus on the unit
of instruction. It makes it [the content] tie to them.”
Have Participants think about what they just did (KWL) and then complete the quick write provided.
Turn/Talk
Whole Group Share Out

10. Setting Objectives
According to Marzano....
Instructional goals (objectives) narrow what students focus on.
Instructional goals should not be too specific. (All learners should be able to reach them.)
Students should be encouraged to personalize the teacher’s goals.

11. Setting Objectives Goals versus Objectives:
- Typically Broad in Scope
- Generally Long Term
- Often Measured by Quantitative Data
- Usually require that several objectives be met
before the goal can be accomplished
Objectives:
- Generally Short Term
- Measured Formally and Informally
- Provide both the teacher and students with a
FOCUS for learning

12. Criteria for Writing Objectives:
According to Marzano…
Objectives should not be:
Too specific
Too broad
Objectives should be:
Specific but flexible
Ask participants to think about what this means, Not too specific and Not too broad. (Table Talk)

13. Examples:
Too Broad:
Students will understand folklore and other cultural contributions from various regions of the US and how they help to form the national heritage.
Too Narrow:
Students will write a paragraph illustrating three differences between games from the Colonial period and games from today.
Specific Yet Flexible:
Students will be able to describe the difference between games that children played long ago and games of today.

14. Additional Examples: Too Broad:
Students will understand and apply basic and advanced properties of the concepts of numbers.
Too Narrow:
Students will identify odd and even numbers with 80% accuracy.
Specific Yet Flexible:
Students will be able to explain the basic differences between odd and even numbers.

15. Learning Objectives vs. Learning Activities
Possible Learning Activity
Identify key events in European history.
Read historical fiction set in Europe. Make a timeline of events in European history.
Describe how the physical features of the regions of Europe vary from region to region.
Make and label a map of Europe.
Describe the characteristics of the various cultures of Europe.
Create a travel brochure that will encourage people to visit a European country of your choice.

16. Research and Classroom Implications

17. Bloom’s Taxonomy Three types of learning
Cognitive
Affective
Psychomotor
We will be focusing on cognitive learning
There are six levels
Facilitator reminds the participants that, according to Bloom, there are three types of learning.
Facilitator asks if a participant can describe what cognitive means
Answer: mental skills (knowledge)
Facilitator asks if a participant can describe what affective means
Answer: growth in feelings or emotional areas (attitude)
Facilitator asks if a participant can describe what psychomotor means
Answer: manual or physical (skills)
(Learning Domains)

18. Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
SWD are not only Lower Level Learners! Differentiating our instruction in the core classroom is the first step to reach all learners. If all of our differentiation strategies doesn’t support learning to the highest level, THEN utilize adaptations and modifications to continue to support learning at higher levels. An example of adaptations/modifications would be using calculators or assistive technology. This is very important as we move to the new common core standards! ALL students will be required to utilize higher levels of thinking.
Activity: Have everyone STAND. Ask them to stretch as high as they can. Then say, I think we can do more, stretch higher. Talk to the group about the fact that even when they think they have given all they can give, we can still do more to support all of our learners. The difference between your first stretch and your additional stretch is how we can close the learning gap. The stretch is where we add the additional supports.
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

19. Learning Targets Example
Standard Statement for Language Arts

20. Criterion-Referenced Feedback
Criterion-referenced feedback tells a person where he/she stands relative to a specific target of knowledge or skill.
Explain criterion-referenced feedback to the participants.
More specific information is on page 98 in Classroom Instruction that Works.

21. Providing Feedback
One way of providing feedback is to provide students with a rubric
Open books to page 100
Review examples of general rubrics
Informational
Processes and skills
Participants are asked open books to page 100.
Facilitator directs their attention to the two examples of general rubrics.
Facilitator asks participants to modify figure 8.5 so it may be used for their unit of study.

22. View Video Example
Grade PreK-2 Example

23. Feedback That Fits By: Susan M. Brookhart
Have participant read the provided article, i.e. Feedback That Fits. They should use the highlighters provided to take notes while reading. They will use what they highlight in an activity following the reading.
Resource #4

24. Building Background (KWL)
What I think I know about Setting Objectives and Providing Feedback.
What I want to know about Setting Objectives and Providing Feedback.
What I learned about Setting Objectives and Providing Feedback.
Setting Objectives:
Providing Feedback:
Group Activity:
Have each table group identify a list of items they think they know relative to Setting Objectives and Providing Feedback, i.e. at least 1 for each. (Use the template provided to the group, i.e. there should be 1 on each table.)
Then, have them generate a list of 1-2 items they want to know about both.
(Again, use the template provided.)
Whole Group Share Out – Record on Chart Paper

25. Objectives
After completing Session Three and its fieldwork, teacher participants will be able to…
utilize the online modules.
describe the specific strategies, research generalizations, and resulting classroom implications for these instructional strategies.
Review the Professional Learning Goals (objectives) for Session Three with the participants.

26. Objectives (Continued)
recognize when they are currently using these strategies with students.
create research-based instructional learning activities to use with students.
analyze differences in student achievement after utilizing these instructional strategies in the classroom.
Continue reviewing the objectives for Session Three with the participants.

27. What did you learn? Did we achieve our learning objectives today?
Ask the question.
Participants should write responses on their notes page.
Ask if anyone would like to share.
Tell participants that they have had a successful day and deserve to celebrate.
Click one last time for the celebration – hats off, flowers in the air, and cheering.

28. For next time…
Are you ready to try the Setting Objectives and Providing Feedback strategies in your classroom?
Be prepared to discuss your experiences
What went well?
What would you do differently next time?
Read first question.
Ask participants to share with the group.
Tell participants that they will be asked in Session Four to discuss their experiences in using the Setting Objectives and Providing Feedback strategies.

29. Also for next time… Blog on the discussion board
Our focus will be on the “Reinforcing Effort and Providing Recognition” strategies.
To prepare, please read Chapter 4 of Classroom Instruction that Works.
Tell participants that they are being asked to test their predictions made during the Experimental Inquiry task before next time.
Tell participants that the focus next time will be on the Reinforcing Effort and Providing Recognition strategies.
Ask them to prepare by reading Chapter 4.

30. Any Questions? Are there any questions? Setting Objectives &
Providing Feedback
Are there any questions?

32. References
Learning Domains or Bloom’s Taxonomy (n.d.). Retrieved November 5, 2007, from
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Upper Saddle River, NJ: Pearson Education, Inc.
Marzano, R.J., and Pickering, D.J. (2005).
Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development.
Neill, J., and Mashburn, D. (1997). Writing Course Competencies. In Instructional Design and Planning (pp ). Waunakee, WI: Wisconsin Instructional Design System.