why are we doing this? fcat reading scores – middle school 2004 – 312 2005 – 310 “insanity...
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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
Created by The School District of Lee County, CSDC in conjunction with
Cindy Harrison, Adams 12 Five Star Schools
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
Average Eff ect
Percentile Category
Size (ES) Gain
No. of ESs
I dentifying similarities and diff erences 1.61 45 31
Summarizing and note taking 1.00 34 179
Reinforcing eff ort and providing recognition 0.80 29 21
Homework and practice 0.77 28 134
Nonlinguistic representations 0.75 27 246
Cooperative learning 0.73 27 122
Setting objectives and providing feedback 0.61 23 408
Generating and testing hypotheses 0.61 23 63
Questions-cues-advance organizers 0.59 22 1,251
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
TodayRead Chapter 2 in ..Finish Adverb assignment…Work on myth..
Activities/Assignments
As a result of what we do today, you will beable to demonstrate that you:
Understand the technique of foreshadowing in mysteries.
Can revise writing to improve use of descriptive adverbs.
Learning Goals
•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?????
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…?
Research and Theory about
Goal SettingGeneralization # 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 Broad Too 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.
Research and Theory about
Goal SettingGeneralization # 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
Research and Theory AboutGOAL 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 name Date
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).
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.”
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.
Research & Theory Classroom Practice Regarding
Providing Feedback1. 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
Research & Theory Classroom Practice Regarding
Providing Feedback
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
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
Recommendations for Classroom Practice on Providing Feedbacka. 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.
4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories
3 Refrigerator 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
2 Some 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
Example…
8th 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?
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
Student
Student
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
Using a whip…
What have you learned about setting objectives or providing 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