Setting Objectives

1
(No Transcript)
2
SETTING OBJECTIVES PROVIDING FEEDBACK
Created by The School District of Lee County,
CSDC in conjunction with Cindy Harrison, Adams
12 Five Star Schools
3
Your Facilitators

• Glen Upton
• Cypress Lake Middle- 7th grade Life Science
• Lorna OConnor
• Three Oaks Middle 7th grade Life Science
• Bente Brauer
• Cypress Lake Middle- 7th grade Life Science

4
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
The Strategies -rank the following from the most
effective to the least effective

• Identifying Differences/similarities
• Generating and testing hypotheses
• Reinforcing efforts /providing recognition
• Nonlinguistic representations

• Homework and practice
• Note taking and summarizing
• Cooperative learning
• Questions cues/ advance organizers
• Setting objectives and providing feedback

6
Category Percentile Gain No. of ESs
Identifying similarities and differences 45 31
Summarizing and note taking 34 179
Reinforcing effort and providing recognition 29 21
Homework and practice 28 134
Nonlinguistic representations 27 246
Cooperative Learning 27 122
Setting Objectives and providing feedback 23 408
Generating and testing hypotheses 23 63
Questions-cues-advance organizers 22 1251

7
How will this directly impact you?
8
CWT Classroom Walk-Through

• Snapshot of Teaching and learning
• T1- Teaching objective and learning expectation
• T2 - Target (on target for grade/level)
• T3 Taxonomy (Blooms/Webbs)
• T4 Text/materials being used

9
After the Walk

• Check for alignment of teaching and learning
• Check for alignment of instructional strategies
• And More

10
Research and Theory aboutGoal Setting

• Generalizations based on research
• Instructional goals narrow what students focus
  on.
• Instructional goals should not be too specific.
• Students should personalize goals.

11
Activities/Assignments
Today Read Chapter 2 in .. Finish Adverb
assignment Work on myth..
12
Learning Goals
As a result of what we do today, you will
be able to demonstrate that you
Understands that a change in one or more
variables may alter the outcome of and
investigation (SC.H.1.3.5 ) Knows that the cell
is the basic unit of structure in all living
things (SC.F.1.3.2 GLE1)
13
Activities/Assignments or Learning Goals?????

• Draw and label an animal and plant cell.
• Understands that tissues are made of cells.
• Records the number of days milk takes to spoil.
• Student lists cell parts and their functions.
• Understands that plant growth is affected by
  multiple variables.
• Make a model of a bacteria cell.

Rewrite the activities as learning goals.
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 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?
15
Research and Theory aboutGoal 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 Broad Too Specific Specific but Flexible
SC.F.1.3.1 The student understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation. The student will understand the function of the cell nucleus The student knows the cells organelles and their functions.
16
Research and Theory aboutGoal 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.

Too Broad Too Specific Specific but Flexible Personal
SC.F.1.3.1 The student understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation. The student will understand the function of the cell nucleus The student knows the cells organelles and their functions. I will understand the differences between plant and animal cells. I will know more about bacteria cells and viruses.
17
Research and Theory aboutGoal Setting

• 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

18
Research and Theory aboutGoal Setting
Learning contract

• The work that I will do during this unit will
  show that I understand the basic structure and
  function of cells and the similarities and
  differences between plant, animal, and bacteria
  cells. To achieve this goal, I will
• I. Ask questions when I do not understand.
• 2. Complete all work and hand in on time.
• 3. Complete lab exercise Using a microscope
• 4. Draw and completely label all cell diagrams.
• ________________________ date ______
• Student signature
• ________________________ date ______
• Parent signature

19
3 minute Coffee talk
What kind of contracts could you or do you use in
class?
20
Recommendations for Classroom Practice on Goal
Setting

• Communicate Learning Goals to Students
• Provide in writing (i.e. on board, handout)
• Provide orally
• Help Students Set Learning Goals
• Model process for students (i.e. lab procedure)
• Provide support along the way
• Short term and long term goals
• Communicate Learning Goals to Parents
• Keep the message simple
• Avoid educational jargon

21
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

22
Think, pair, share

1. Write an effective classroom goal for your
   students.
2. Share with a partner.
3. Provide feedback.

23
Break time- 5 minutes
24
Category Percentile Gain No. of ESs
Identifying similarities and differences 45 31
Summarizing and note taking 34 179
Reinforcing effort and providing recognition 29 21
Homework and practice 28 134
Nonlinguistic representations 27 246
Cooperative Learning 27 122
Setting Objectives and providing feedback 23 408
Generating and testing hypotheses 23 63
Questions-cues-advance organizers 22 1251

25
Research Theory Classroom Practice
RegardingProviding Feedback

• Generalizations based on research
• Feedback should be corrective in nature but
  positive.
• Feedback should be timely.
• Feedback should be specific to a criterion.
• Students can effectively provide some of their
  own feedback.

26
Research Theory Classroom Practice
RegardingProviding Feedback

• 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

27
Research Theory Classroom Practice
RegardingProviding Feedback

• 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

28
Research Theory Classroom Practice
RegardingProviding Feedback

• 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.

29
Research Theory Classroom Practice
RegardingProviding Feedback

• 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

30
3 minute Coffee talk
How do you provide feedback?
31
Recommendations for Classroom Practice on
Providing Feedback

• 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.

32

• Rubrics are one way to provide students with
  criterion-referenced feedback.

33
(No Transcript)
34
Clean refrigerator

• 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
  dont fit) and are sitting upright

35

• 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

36
Example

• SC.H.1.3.4 The student knows that accurate record
  keeping, openness, and replication are essential
  to maintaining an investigators credibility with
  other scientists and society.

Lab Report Rubric- charts and graphs
4 Student chose appropriate graph, a ruler was used for all lines, correct scale was used, full 8.5 x 11 paper used, titles and labels are correct, legend is correct, must be neat and readable
3 Student chose appropriate graph, a ruler was used for lines, a scale was used, more than ½ of 8.5 x 11 paper used, most titles and labels are correct, most of legend is correct, fairly neat and readable
2 Student used a graph, no ruler was used for lines, scale is not consistant, graph too small, some titles and labels are correct, legend is present, not neat and readable
1 Student used a graph, no ruler was used for lines, no recognizable scale, graph too small, no titles and labels are present or correct, no legend is present, unreadable
37
Recommendations for Classroom Practice on
Providing Feedback

• Focus Feedback on Specific Types of Knowledge
• Relay correct as well as incorrect responses to
  fill in missing information and clarify
  misunderstandings

38
(No Transcript)
39
(No Transcript)
40
3 minute Coffee talk
41
(No Transcript)
42
Possibly use of Criterion-based
Feedback.Example -Using a rubric for essay
answers
43

• Insert Powergraph Rubric

44
The Illustration and Essay Prompt
Write a Powergraph that identifies three
different organ systems that are involved in the
reaction shown in the illustration. Be sure to
name the reaction shown.
45
Powergraph 2

The reaction shown is running causing adrenaline
to upset his homeostasis. One organ system
involved is circulatory. Its making the blood
flow. Another one is the digestive system. It
slows down. And the last one is the muscular
system. That is a few organ systems used when you
exercise.
46
Powergraph 2

The reaction shown is running (this illustration
is not exercises but fight-or-flight response)
causing adrenaline to upset his homeostasis. One
organ system involved is circulatory. Its making
the blood flow. (Needs work, not enough
explanation) Another one is the digestive
system. It slows down. And the last one is the
muscular system. (Missing 3S) That is a few organ
systems used when you exercise.
47
Powergraph 2

The reaction shown is stress causing adrenaline
to upset his homeostasis. One organ system
involved is circulatory. Its making the blood
flow. Another one is the digestive system. It
slows down. And the last one is the muscular
system. Its making the muscles tighten. That is
a few organ systems show in this reaction.
48
3 minute Coffee talk
49
Recommendations for Classroom Practice on
Providing Feedback

• Use Student Led Feedback
• Use peer feedback (templates may be helpful)
• Use self assessments to help students gage own
  progress

50
(No Transcript)
51
(No Transcript)
52
Using a whip

• What have you learned about setting objectives or
  providing feedback?

53
What thoughts, questions, challenges, or ideas do
you have?
54
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