ESU 10Summer 2010

SETTING OBJECTIVES & PROVIDING

FEEDBACK

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

Personal Learning Goals

for the WorkshopRecord your answers to the following questions in Google docs:

• What are YOUR goals for this workshop?

• What do you need to do to reach YOUR goals?

SETTING OBJECTIVES

Provide students a

direction for learning.

Generalizations from the Research on Setting Objectives

1. Setting instructional goals narrows what students focus on.

2. Teachers should encourage students to personalize the learning goals the teacher has identified for them.

3. Instructional goals should not be too specific.

Behavioral Objectives

Given 5 practice sessions, students will be able to make an organized list of 10 items of information with 80% mastery.

Recommendations for Classroom Practice: Setting Objectives

1.Set learning objectives or goals that are specific but flexible.

Understand how the main organs work individually & as a system.

What I Know What I Want to Know

How I Plan to Find Out

What I Have Learned

Organizer

Sample Parent Letter

Formats for homework that clarify purpose:

Assignment NotebookLanguage Arts

Assignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

MathAssignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

ScienceAssignment:

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…?

2. Contract with students to obtain specific learning objectives or goals.

2. Contract with students to obtain specific learning objectives or goals.

Learning Contract Maker

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Example of a Learning Contract

Understands the ways in which technology influences the human capacity to modify the physical environment.

I know ____________________________________

I want to know ______________________________

I will show this by ___________________________

Teacher Signature ________________

Student Signature ________________

Planning Questions For Setting Objectives How will I encourage students to personalize

objectives? How will I communicate my objectives to

students and parents? How will I use contracts with students? How will I monitor how well students are

meeting the learning objectives? What will I do to help students who are not

meeting objectives?

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.”

PROVIDING FEEDBACK

Provide students information about how well they are performing relative to a particular learning goal so that they can improve their performance.

Your Turn

Think of a time when feedback made a difference in your learning. What did the feedback look like and what difference did it make?

Generalizations from the Research on Providing Feedback

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.

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

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

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.

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

Recommendations for Classroom Practice: Providing Feedback

1.Use criterion-referenced feedback.

Create Your Own Rubric

Rubistar http://rubistar.4teachers.org/

Recommendations for Classroom Practice: Providing Feedback

Use criterion-referenced feedback.

2. Focus feedback on specific types of knowledge.

2. Focus feedback on specific types of knowledge.

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Bulletin Boards for Providing Feedback

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Games for Immediate Feedback

BBC Skillswise ExploreLearning iKnowThat iPod Touch

– iReward– Word Warp– Reading Game

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Classroom Response Systems(Also Known as “Clickers”)

eInstruction®

Promethean Poll Everywhere iPod Touch Apps

– eClicker

Recommendations for Classroom Practice: Providing Feedback

Use criterion-referenced feedback.

2. Focus feedback on specific types of knowledge.

2. Focus feedback on specific types of knowledge.

3. Use student-led feedback.3. Use student-led feedback.

What thoughts, questions,

challenges, or ideas do you have?

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