1. Why are we doing this? FCAT Reading Scores – Middle School 2004 – 312 2005 – 310 “Insanity is doing the same thing you have always done and expecting different results.” A. Einstein

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

3. 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

5. 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

6. Today Read Chapter 2 in.. Finish Adverb assignment… Work on myth.. Activities/Assignments

7. As a result of what we do today, you will be able to demonstrate that you: Understand the technique of foreshadowing in mysteries. Can revise writing to improve use of descriptive adverbs. Learning Goals

8. Add and subtract fractions. Understand the various components of culture. Make a travel brochure for a region. Make a simple machine. Understand the relationship between fractions and decimals Write a report on Charles Dickens. Design a menu that includes a balance of foods from the food pyramid. Know states and their capitals. Activities/Assignments or Learning Goals?????

9. 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…?

10. 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 Students know the 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.

11. Research and Theory about Goal Setting Generalization # 3: Students should be encouraged to personalize the teacher’s goals. Students who adapt learning goals to meet their interests are more likely to stay engaged in the learning process. Example: Write an explicit contract for learning that includes: Teacher determined goals Student determined goals (allow for some individualization) Grading criteria

12. Research and Theory About GOAL SETTING Sample Contract: Teacher Learning Goal: Student’s understand how the principles of the first ten amendments to the U.S. Constitution relate to our individual freedoms. The level of learning required for an A is explained on the rubrics. Student’s Personal Learning Goal: I want to know how freedom of expression relates to our dress code. __________________________ Student’s nameDate

13. Sagging Pants Student brought suit claiming that prohibiting sagging pants violated First Amendment rights. Procedures imposing suspensions violated due process. Court said that sagging pants was not speech for first Amendment purposes ( Bivens v. Green v. Albuquerque).

14. 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

15. 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

16. Think, pair, share… 1. Write an effective classroom goal for your students. 2. Share with a partner. 3. “Provide feedback.”

17. 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.

18. 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

19. 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

20. 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

21. 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

22. 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.

23. 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

24. 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

25. Example… 8 th Grade American History Learning Goal: Understand how the principles of the first 10 Amendments to the US Constitution relate to our individual freedoms. Activity: Create a Bill of Rights foldable with 10 sections, each panel must relate to an amendment and include a graphic and slogan illustrating the individual freedom expressed. Personal Learning Goal: How does freedom of expression relate to our dress code?

26. 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

27. Student

30. 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 gauge own progress

32. Using a whip… What have you learned about setting objectives or providing feedback?

33. What thoughts, questions, challenges, or ideas do you have?

34. 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