Module 13 14 pg 175 185 Shelita McCadney Teacher Quality Team 6018636399 Research says Setting Objectives and Providing Feedback Yields a 23 percentile gain iBelieve iPractice 3 ID: 497191
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Slide1
Setting Objectives and Providing Feedback
Module 13 -14pg. 175 - 185
Shelita McCadney
Teacher Quality Team
601.863.6399Slide2
Research says…Setting Objectives and Providing Feedback
*Yields a 23 percentile gainSlide3
iBelieve, iPractice3
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?Slide4
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.Slide5
Recommendations for classroom practice
Setting objectives that are not too specific
Personalizing objectives
Communicating objectives
Negotiating contractsSlide6
Standard Vs. ObjectiveStandard
A standard is the overarching idea of knowledge.Common Core has set the standard (tells us WHAT we should teach).Objecttve
The objective is the skill needed to reach the standard and is often time set by the classroom teacherSlide7
Standards and Objectives in Basketball Standard: The Miami Heat will win the NBA Championship.
Objective: Make the playoffsMake the semifinalsAdvance to the finalsSlide8
Setting Objectives That Are Not Too SpecificObjective should not constrain student learning
Objective should be clear and concise in a flurry of rich learningObjective should give student focusSlide9
traceanalyzeinfer
evaluateformulatedescribe
support
explain
summarize
compare
contrast
predict
Larry Bell’s
12 Powerful Words
Great words to include in your objectives: visit:
http://www.youtube.com/watch?v=PE59sLjNVxs&feature=relatedSlide10
CCSN-Q.2 Define appropriate quantities for the purpose of descriptive modelingObjective: 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)
ExampleSlide11
CCSRL.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)
ExampleSlide12
Classroom ImplicationsHCSD requires each to visibly post :Classroom OBJECTIVE
Common Core reference or complete STANDARD written out in full text.Slide13
Personalizing ObjectivesStudents 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 worksI 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 detailsSlide14
Communicate Objectives“ Communicating objectives effectively is probably just as important as designing them”Visible
Written in student languageStudent time for copying the objectiveCommunicate objectives to the parent (fig. 13.3)Slide15
Types of ObjectivesSlide16
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 learningIndividualizes 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.Slide17
Essential QuestionsDoes 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?Slide18
Assessing the ImpactRubric Impact on student (fig 13.5) pg. 181Rubric Assessing myself as a facilitator (13.6) pg. 182Slide19
Providing FeedbackModule 14 pg. 185Slide20
After 8,000 studies ..
“The most powerful single modification that enhances achievement is feedback”It should be given specifically.Slide21
Recommendations for Classroom PracticeUsing criterion-referenced feedback and explanationsUsing feedback from assessments
Engaging students in peer feedbackAsk students to self-assessSlide22
Why feedbackGap analysis – the disparity
between the target and the realitiesSlide23
Criterion Referenced Feedback and ExplanationsFeedback Should…
Focus on specific types of knowledge and skillHelp students understand how well they are doing compared to the performance standardGive an explanation how the student exceeds, meets, or misses the standardHow do I rank relative to the performance of other students.
HCSD….
STAR Reports (Class Summary, Test Record)
MCT2 results
Rubrics (fig. 14.3, pg. 188)Slide24
Use Feedback From Assessments
Give timely feedbackExplain what was correct and incorrect
Help clear up misconceptions
Determine the next steps for to improve learningSlide25
Providing FeedbackEngage Students in Peer Feedback
“Doesn’t mean that the student actually “grade” each other or “score” each other’s papers”Verbal explanationsSuggestions for improvement (fig 14.4) pg. 189
Ask students to self-assess
Students rate their work (14.5) pg. 190
Rubrics – leave the surprises for parties
Student-friendly forms
Written responseSlide26
Strategies for feedbackGive 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.Slide27
Assessing the ImpactRubric Impact on student (fig 14.7 and 14.8) pg. 194Rubric Assessing myself as a facilitator (14.9 and 14.10) pg. 185Slide28
Fighting the Invisible Tigers: Be a Better YouSlide29
80/20 RuleLet 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…yetModel from others – see what others or doing in your building or youtube/google
Focus on 20% of activities that produce 80% of the value.