Setting objectives providing feedback
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SETTING OBJECTIVES & PROVIDING FEEDBACK. Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools. Your Facilitators. Glen Upton Cypress Lake Middle- 7 th grade Life Science Lorna O’Connor

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SETTING OBJECTIVES & PROVIDING FEEDBACK

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Setting objectives providing feedback

SETTING OBJECTIVES & PROVIDING FEEDBACK

Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools


Your facilitators

Your Facilitators

Glen Upton

  • Cypress Lake Middle- 7th grade Life Science

    Lorna O’Connor

  • Three Oaks Middle – 7th grade Life Science

    Bente Brauer

  • Cypress Lake Middle- 7th grade Life Science


Participant outcomes

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


The strategies rank the following from the most effective to the least effective

Homework and practice

Note taking and summarizing

Cooperative learning

Questions cues/ advance organizers

Setting objectives and providing feedback

Identifying Differences/similarities

Generating and testing hypotheses

Reinforcing efforts /providing recognition

Nonlinguistic representations

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


Setting objectives providing feedback

How will this directly impact you?


Cwt classroom walk through

CWT – Classroom Walk-Through

  • Snapshot of Teaching and learning

    • T1- Teaching objective and learning expectation

    • T2 - Target (on target for grade/level)

    • T3 – Taxonomy (Bloom’s/Webb’s)

    • T4 – Text/materials being used


After the walk

After the Walk

  • Check for alignment of teaching and learning

  • Check for alignment of instructional strategies

  • And More …


Setting objectives providing feedback

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.


Setting objectives providing feedback

Activities/Assignments

Today

Read Chapter 2 in ..

Finish Adverb assignment…

Work on myth..


Setting objectives providing feedback

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)


Setting objectives providing feedback

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.


Setting objectives providing feedback

Formats for homework that clarify purpose:

Assignment Notebook

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 setting

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.


Research and theory about goal setting1

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.


Research and theory about goal setting2

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


Research and theory about goal setting3

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


3 minute coffee talk

3 minute Coffee talk

What kind of contracts could you or do you use in class?


Recommendations for classroom practice on goal setting

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


  • A well written goal should

    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

    Think, pair, share…

    • Write an effective classroom goal for your students.

    • Share with a partner.

    • “Provide feedback.”


    Break time 5 minutes

    Break time- 5 minutes


    Research theory classroom practice regarding providing feedback

    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.


    Research theory classroom practice regarding providing feedback1

    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


    Setting objectives providing feedback

    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


    Setting objectives providing feedback

    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.


    Setting objectives providing feedback

    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


    3 minute coffee talk1

    3 minute Coffee talk

    How do you provide feedback?


    Recommendations for classroom practice on providing feedback

    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.


    Setting objectives providing feedback

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


    Setting objectives providing feedback

    Clean refrigerator

    4Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories

    3Refrigerator 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


    Setting objectives providing feedback

    2Some 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

    1Items 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

    Example…

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


    Recommendations for classroom practice on providing feedback1

    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


    3 minute coffee talk2

    3 minute Coffee talk


    Possibly use of criterion based feedback example using a rubric for essay answers

    Possibly use of Criterion-based Feedback.Example -Using a rubric for essay answers


    Setting objectives providing feedback

    • Insert Powergraph Rubric


    The illustration and essay prompt

    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.


    Powergraph 2

    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.


    Powergraph 21

    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.


    Powergraph 22

    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.


    3 minute coffee talk3

    3 minute Coffee talk


    Recommendations for classroom practice on providing feedback2

    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


    Using a whip

    Using a whip…

    What have you learned about setting objectives or providing feedback?


    Setting objectives providing feedback

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


    Setting objectives providing feedback

    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


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