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Setting Objectives and Providing Feedback
Module 13 -14pg. 175 - 185
Shelita McCadney
Teacher Quality Team
601.863.6399
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Research says…
Setting Objectives and Providing Feedback
*Yields a 23 percentile gain
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iBelieve, iPractice
3
What questions do I do to
communicate classroom
objectives to my students?
What is my purpose for
setting objectives in the
classroom?
How do I set objectives in my classroom now?
What questions do I have about setting objectives in my classroom?
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Marzano says…
Student learn most efficiently when they know the goals or objectives of a specific lesson or learning activity.
Students need a target for their learning. The objectives can be written many different ways.
Click icon to add picture
Click icon to add picture
Click icon to add picture
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Recommendations for classroom practice
1. Setting objectives that are not too specific
2. Personalizing objectives
3. Communicating objectives
4. Negotiating contracts
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Standard Vs. ObjectiveSta
ndard
A standard is the overarching idea of knowledge.
Common Core has set the standard (tells us WHAT we should teach).
Obje
cttv
e
The objective is the skill needed to reach the standard and is often time set by the classroom teacher
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Standards and Objectives in Basketball Standard: The Miami Heat will win the NBA
Championship.
Objective:
1. Make the playoffs
2. Make the semifinals
3. Advance to the finals
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Setting Objectives That Are Not Too Specific
Objective should not constrain student learning
Objective should be clear and concise in a flurry of rich learning
Objective should give student focus
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1. trace
2. analyze
3. infer
4. evaluate
5. formulate
6. describe
7. support
8. explain
9. summarize
10. compare
11. contrast
12. predict
Larry Bell’s12 Powerful Words
Great words to include in your objectives: visit: http://www.youtube.com/watch?v=PE59sLjNVxs&feature=related
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CCS
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling
Objective: Given a contextual problem find the critical path using a digraph (N-Q.2)
Objective: Analyze and interpret results; make decisions based on results. (N-Q.2)
Objective: Given contextual problem find the shortest path using a dijkstra’s algorithm. (N-Q.2)
Example
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CCS
RL.1.1 – Ask and answer questions about key details in a text.
Objective: Evaluate, compare and contrast characters within the text. (RL.1.1)
Objective: Analyze the story problem and provide and explain possible solutions (RL.1.1)
Example
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Classroom Implications
HCSD requires each to visibly post :
1. Classroom OBJECTIVE
2. Common Core reference or complete STANDARD written out in full text.
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Personalizing Objectives
Students define their own interests within a topic.
Requires a flexible objective
Ex: Understands basic ideas about networked computers
…..I want to know how the modem works
I want to write more effective introductions with a clear, concise thesis statements.
I want use good paragraph form in my writing and use strong supporting details
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Communicate Objectives“ Communicating objectives effectively is probably just
as important as designing them”
Visible
Written in student language
Student time for copying the objective
Communicate objectives to the parent (fig. 13.3)
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Types of Objectives
Learner Objectives
• Reflects what the learner should be able to do at the end of the learning period.
Instructional Objectives
• Reflect what the instructor intends to accomplish at the end of the learning period.
Behavioral Objectives
• Reflect what the learner might be expected to do differently.
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Negotiate Contracts
“Contracting with students to attain a specific goals is a variation on goal setting.”
Gives the student a great deal of control over learning
Individualizes goal for learning (student action plan)
May meet with students every other week to check student progress.
Ex: teacher may contract with a student to study vocabulary words 20 minutes per week.
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Essential Questions
Does the objective reflect the goal of the lesson today?
What will the learner be able to do at the end of the activity?
Is my objective precise, observable, and measurable?
It is realistically obtainable?
*Do my activities and use of time align with my objective?
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Assessing the Impact
Rubric Impact on student (fig 13.5) pg. 181
Rubric Assessing myself as a facilitator (13.6) pg. 182
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Providing Feedback
Module 14 pg. 185
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After 8,000 studies ..
“The most powerful single modification that enhances achievement
is feedback”
It should be given specifically.
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Recommendations for Classroom PracticeUsing criterion-referenced feedback and explanations
Using feedback from assessments
Engaging students in peer feedback
Ask students to self-assess
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Why feedback
Gap analysis – the disparity between the target and the realities
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Criterion Referenced Feedback and Explanations
Feedback
Shou
ld…
Focus on specific types of knowledge and skill
Help students understand how well they are doing compared to the performance standard
Give an explanation how the student exceeds, meets, or misses the standard
How do I rank relative to the performance of other students. H
CSD
….
STAR Reports (Class Summary, Test Record)
MCT2 results
Rubrics (fig. 14.3, pg. 188)
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Use Feedback From Assessments
Click icon to add picture
Give timely feedback
Explain what was correct and incorrect
Help clear up misconceptions
Determine the next steps for to improve learning
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Providing FeedbackEng
age S
tudents
in P
eer
Feedback
“Doesn’t mean that the student actually “grade” each other or “score” each other’s papers”
Verbal explanations
Suggestions for improvement (fig 14.4) pg. 189
Ask
stu
dents
to s
elf-
ass
ess
Students rate their work (14.5) pg. 190
Rubrics – leave the surprises for parties
Student-friendly forms
Written response
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Strategies for feedback
Give students opportunities to improve, try again, and get it right.
Engage students in review of their own work and others.
Give students time to absorb new ideas. Tests are more effective as opportunities for learning if a day has gone by between learning experiences and the test.
Use rubrics. Rubrics provide criteria against which students can compare their learning. Involve students in developing rubrics. Rubrics help students focus their effort.
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Assessing the Impact
Rubric Impact on student (fig 14.7 and 14.8) pg. 194
Rubric Assessing myself as a facilitator (14.9 and 14.10) pg. 185
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Fighting the Invisible Tigers: Be a Better You
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80/20 Rule
Let go of activities that bog you down.
Give your best where you have your best to give.
Outsource your 80% what you are not good at…yet
Model from others – see what others or doing in your building or youtube/google
Focus on 20% of activities that produce 80% of the
value.