1. Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools SETTING OBJECTIVES & PROVIDING FEEDBACK for Chemistry b y Catherine Tucker and Barry Harris, PhD

2. 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 R eview examples of providing corrective, timely and specific feedback.

3. 4 T of Classroom Walkthrough T T1- Check the T eaching and learning objectives (what students are to know and be able to do) T T2- Check for alignment of T arget (on target for grade level/course level) T T3- Check for alignment of T axonomy (where on Blooms and Webbs*) T T4- Check for alignment of T ext/materials (appropriate use of resources)

4. Research and Theory about Goal Setting

7. 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

8. Today Read Chapter 2 in.. Finish conversion assignment… Work on density calculations. Activities/Assignments

9. As a result of what we do today, you will be able to demonstrate that you: Understand the technique of converting within the metric system. Can convert between kilograms, grams, centigrams and milligrams. Learning Goals

10. Convert liters to milliliters. Understand the various components of the periodic table. Make a poster for an element. Make a model of an atom. Understand the relationship between grams and moles Write a report on Demetrius Mendeleev. Design a menu that includes a conversion of kilocalories to calories and joules. Activities/Assignments or Learning Goals?????

11. 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…?

12. 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 SpecificSpecific but Flexible

13. 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: 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

14. Examples of Goals Too BroadToo SpecificSpecific but Flexible Students know that outside and environmental factors affect chemical reactions List in order of importance three sources and causes that influence chemical reactions Students knows sources and causes affecting chemical reactions

15. Research and Theory about Goal Setting

17. Recommendations for Classroom Practice on Goal Setting a. Communicate Learning Goals to Student  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

18. The work that I will do in this unit will show that I have a greater understanding of the characteristics of metals and nonmetals, and how they combine to form compounds. 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: 1. Ask questions when I do not understand. 2. Complete assignments and hand them in on time. 3. Attend a study group where I will have homework checked and be quizzed on study questions. ____________________________ ____________ Name Date Student Learning Goals

19. 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

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

21. Research & Theory Classroom Practice Regarding Providing Feedback

22. 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.

23. 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

24. 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

25. 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

26. 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

27. Recommendations for Classroom Practice on Providing Feedback a. Use Criterion-referenced feedback U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.

28. EXAMPLES

29. 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

30. 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 1.Items 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!

31. Analytical Rubric

32. Student-Designed Experiment Rubric

37. 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

41. Recommendations for Classroom Practice on Providing Feedback c. Use Student Led Feedback UUse peer feedback (templates may be helpful) UUse self assessments to help students gage own progress

42. Student-Led Feedback My goal for this week…… I would like specific feedback on….. Your feedback: Overall how did you think I did? What do you see that I still need to work on? Do you have any suggestions for doing this? I am working on improving my ability to draw Lewis structures. I would like specific feedback for my drawings of Lewis structures on compounds with multiple bonds

43. Peer Feedback

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

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

48. 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