SETTING OBJECTIVES & PROVIDING FEEDBACK

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 O’Connor • 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. 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

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 (Bloom’s/Webb’s) • 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 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.

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.

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… • Write an effective classroom goal for your students. • Share with a partner. • “Provide feedback.”

23. Break time- 5 minutes

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.

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 don’t 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 investigator’s credibility with other scientists and society.

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

40. 3 minute Coffee talk

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