setting objectives and providing feedback module 13 14 pg 175 185 n.
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Setting Objectives and Providing Feedback Module 13 -14 pg. 175 - 185

Setting Objectives and Providing Feedback Module 13 -14 pg. 175 - 185

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Setting Objectives and Providing Feedback Module 13 -14 pg. 175 - 185

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  1. Setting Objectives and Providing FeedbackModule 13 -14pg. 175 - 185 Shelita McCadney Teacher Quality Team 601.863.6399

  2. Research says… Setting Objectives and Providing Feedback*Yields a 23 percentile gain

  3. iBelieve, iPractice How do I set objectives in my classroom now? What questions do I do to communicate classroom objectives to my students? What is my purpose for setting objectives in the classroom? What questions do I have about setting objectives in my classroom?

  4. 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.

  5. Recommendations for classroom practice • Setting objectives that are not too specific • Personalizing objectives • Communicating objectives • Negotiating contracts

  6. Standard Vs. Objective • A standard is the overarching idea of knowledge. • Common Core has set the standard (tells us WHAT we should teach). Standard Objecttve The objective is the skill needed to reach the standard and is often time set by the classroom teacher

  7. Standards and Objectives in Basketball Standard: The Miami Heat will win the NBA Championship. Objective: • Make the playoffs • Make the semifinals • Advance to the finals

  8. 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

  9. Larry Bell’s12 Powerful Words • trace • analyze • infer • evaluate • formulate • describe • support • explain • summarize • compare • contrast • predict Great words to include in your objectives: visit:

  10. Example 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) 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)

  11. Example Objective: Analyze the story problem and provide and explain possible solutions (RL.1.1) 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)

  12. Classroom Implications • HCSD requires each to visibly post : • Classroom OBJECTIVE • Common Core reference or complete STANDARD written out in full text.

  13. 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

  14. 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)

  15. Types of Objectives

  16. 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.

  17. 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?

  18. Assessing the Impact • Rubric Impact on student (fig 13.5) pg. 181 • Rubric Assessing myself as a facilitator (13.6) pg. 182

  19. Providing Feedback Module 14 pg. 185

  20. After 8,000 studies .. “The most powerful single modification that enhances achievement is feedback” It should be given specifically.

  21. Recommendations for Classroom Practice • Using criterion-referenced feedback and explanations • Using feedback from assessments • Engaging students in peer feedback • Ask students to self-assess

  22. Why feedback Gap analysis – the disparity between the target and the realities

  23. Criterion Referenced Feedback and Explanations • 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. Feedback Should… HCSD…. STAR Reports (Class Summary, Test Record) MCT2 results Rubrics (fig. 14.3, pg. 188)

  24. Use Feedback From Assessments Give timely feedback Explain what was correct and incorrect Help clear up misconceptions Determine the next steps for to improve learning

  25. Providing 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 Engage Students in Peer Feedback Ask students to self-assess Students rate their work (14.5) pg. 190 Rubrics – leave the surprises for parties Student-friendly forms Written response

  26. 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.

  27. 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

  28. Fighting the Invisible Tigers: Be a Better You

  29. 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.