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Setting Objectives and Providing Feedback Setting Objectives and Providing Feedback

Setting Objectives and Providing Feedback - PowerPoint Presentation

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Setting Objectives and Providing Feedback - PPT Presentation

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

students objectives objective feedback objectives students feedback objective student classroom learning setting standard give rubrics fig specific time questions impact assessing focus

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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.