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

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 Review examples of providing corrective, timely and specific feedback

4. 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

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

6. 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

7. Label each part of speech. Understands the use of comparison/contrast in a text. Write a book jacket for a favorite fiction book. Analyze and revise a peer’s essay. Understands how character and plot development are used in various selections to support a central conflict or story line. Write a report on Charles Dickens. Know how mood or meaning is conveyed in poetry. Know that a literary text may elicit a wide variety of valid responses. Activities/Assignments or Learning Goals?????

8. Research and Theory about Goal Setting Generalization # 1: Instructional goals narrow the focus. 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 use the general strategies of the reading process. Students use outlining to identify main points in a paragraph. Students use one reading strategy to identify main points in a paragraph.

9. 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. One way to personalize goals is to write a learning contract. Example: A contract for learning should  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 interests them.  be based on individual gaps in student knowledge or skills.  individualize learning.

10. Research and Theory about Goal Setting Sample Contract During the short story unit, I will increase/extend my vocabulary. To achieve this goal, I will: Read 20 minutes per day Keep a log of words that are new to me from this unit in my journal Define each word on the list Choice of Individual Activities with the words: Illustrations / Sentences / Collage / Categories Chart Student’s Name ___________________ Date ________________

11. 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

12. 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

13. My Learning Goals Our learning goal for this unit: Understand ways culture & time period influence a literary work Complete the following sentences to set your personal learning goals. I know that some literature is written about historical events such as “Harriet Tubman and the Underground Railroad.” I want to know what impact the Civil War had on women. I want to know more about women writers during this time period.

14. 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: Write a narrative in the form of scary story Due: November 17th Learning Goal: As a result of doing this assignment, I should understand better how character and plot are used to support a central conflict or story line. Know more about…? Be more skilled at …?

15. Dear Parents: During this grading period, we will be studying American culture during the the Civil War and how history is linked to literature. Specifically, we will be working so that your child will achieve the following objectives. Your child should be able to demonstrate that he/she Understands the concept of character development through the use of style. Uses technology to conduct research. Understands how culture impacts literature. Understands how events facilitate the creation of literature. In addition, students will continue to work on general abilities that are yearlong goals. Your child will be working to improve his/her Ability to evaluate personal choices in reading. Ability to develop a personal style in writing. Finally, your child will be held accountable for the following two areas that are very important to his learning: Meeting deadlines. Editing his own work. Students will receive feedback on these factors and will be able to share their progress with you. If you have any questions, feel free to call. Sincerely, (Add teacher’s signature line and name of class) Letter to Parents About Learning Goals

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.  gives an explanation of what the student is doing correctly  gives an explanation of what the student is doing that is not correct  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…. 321 Student demonstrates an effective, enthusiastic attitude through alert posture and eye contact throughout the discussion. Student never interrupts. Posture and eye contact show student is interested in topic throughout most of the discussion. Student may interrupt rarely. Student may occasionally show interest through posture and eye contact, but is often not involved in the discussion. Student interrupts or distracts. Student asks questions that show understanding and adds to discussion with new ideas. Comments are persuasive and interesting Student asks questions which show understanding and may add new ideas, but some comments may only repeat ideas presented by other students. Comments are somewhat persuasive or interesting. Student may ask some questions, but these may not clearly demonstrate understanding or new ideas. Comments are not very persuasive. Student uses effective grammar, word choice, pacing and volume Student uses appropriate grammar, word choice, pacing and volume. Student may use appropriate grammar, word choice, pacing and volume, but these may be generally less appropriate or unevenly used than scores of 3 or 2. Class Discussion A Teacher-Generated Assessment LA. C.3.3.2.1 The student asks questions and makes comments and observations that reflect understanding and application of content, processes and experiences.

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

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

31. Example… Peer Evaluation and Editing Form for Writing Reader’s Name ___________________________________ Date ___________________ Author’s Name ________________________________________________________________ Title of Piece _____________________________ Type of Writing ________________________ Peer Evaluation This piece of writing was: ________________________________________________________ _____________________________________________________________________________ The part I liked best was: ________________________________________________________ _____________________________________________________________________________ This piece can be improved by: ___________________________________________________ _____________________________________________________________________________ Editing Form Look for these things when editing someone’s paper. Punctuation:Spelling: periods correct spelling question marks capital letters at beginning of sentenceOther: capital letters for namesneat handwriting Sentences:Overall paper: are complete and have a verbhas a main idea have varietyis logical and makes sense Writer uses paragraphsis organized well from… O’Malley. Authentic Assessment for English Language Learners.

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

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

35. 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