Star Faces Powerpoint Templates by qko20958

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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
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
                                               Average     Percentile
                                                                        No. of
                   Category                    Effect
                                                                         ESs
                                               Size (ES)     Gain
Identifying similarities and differences         1.61         45         31
Summarizing and note taking                      1.00         34         179
Reinforcing effort and providing recognition     0.80         29         21
Homework and practice                            0.77         28         134
Nonlinguistic representations                    0.75         27         246
Cooperative learning                             0.73         27         122
Setting objectives and providing feedback        0.61         23         408
Generating and testing hypotheses                0.61         23         63
Questions-cues-advance organizers               0.59          22        1,251
         Research and Theory about


    Goal Setting
Generalizations based on research:
1. Instructional goals narrow what
   students focus on.
2. Instructional goals should not
   be too specific.
3. Students should personalize
   goals.
       Activities/Assignments

Today
    Read Chapter 2 in ..
    Finish Adverb assignment…
    Work on myth..
             Learning Goals

As a result of what we do today, you will be
able to demonstrate that you:
     Understand the technique of
     foreshadowing in mysteries.
    Can revise writing to improve use of
    descriptive adverbs.
      Activities/Assignments or
         Learning Goals?????
•Add and subtract fractions.
•Understand the various components of culture.
•Make a travel brochure for a region.
•Make a simple machine.
•Understand the relationship between fractions
and decimals
•Write a report on Charles Dickens.
•Design a menu that includes a balance of foods
from the food pyramid.
•Know states and their capitals.
Formats for homework that clarify purpose:

Assignment Notebook
           Assignment:
Language
Arts
           Assignment:
           Due:
           Learning Goal: As a result of doing this assignment, I should:




Math
           Due:
           Assignment:
           Due:
           Learning Goal: As a result of doing this assignment, I should:
           Learning Goal: As a result of
Science    doing this assignment, I should
           Assignment:
           Due:
           Learning Goal: As a result of doing this assignment, I should:

                         Know more about…?
           Assignment:
Social     Due:             Understand better…?
Studies    Learning Goal: As a result of doing this assignment, I should:

                            Be more skilled at…?
               Research and Theory about

           Goal 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.



                                                  Specific but
        Too Broad           Too Specific            Flexible
                 Research and Theory about

            Goal 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.

    Example:

    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



                                                                     Handout 13
 Research and Theory about
 Goal Setting
                                          Performance Contract
Production Name:________________________________________________
Production Date(s):_______________________________________________
Production Rehearsal Date(s):_______________________________________
Participant Name__________________________ Role ________________________

In order to produce a quality production we establish the following goals:
      Each participant:
     Understands that they are a valuable part of the production, no matter the role.
     Attends required rehearsals and performances.
     Addresses all work in a professional manner.
     Works with all members of the production in a courteous manner.
 Failure to adhere to these policies will jeopardize continued participation in the production, and future productions.
      If this is part of a class project grades may be impacted.

     In addition to the group goals listed above, each student must also set three personal goals for themselves in
     this production.
     For the production I intend to:
1.   __________________________________________________________________
2.   __________________________________________________________________
3.   __________________________________________________________________

Please list any information you would like the directors to understand about you.
____________________________________________________________________________________________
Student Signature:____________________________________Date:________________
Director Signature:____________________________________Date:________________
Recommendations for Classroom
Practice on Goal Setting
a.   Communicate Learning Goals to Students
        Provide in writing (i.e. on board, handout)
        Provide orally
b.   Help Students Set Learning Goals
        Model process for students (i.e. sentence stems)
        Provide support along the way
        Short term and long term goals
c.   Communicate Learning Goals to Parents
        Keep the message simple
        Avoid educational jargon
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…
1.   Write an effective
     classroom goal for your
     students.
2.   Share with a partner.
3.   “Provide feedback.”
             Research & Theory
        Classroom Practice Regarding

  Providing Feedback
Generalizations based on research:
1. Feedback should be corrective in
   nature.
2. Feedback should be timely.
3. Feedback should be specific to a
   criterion.
4. Students can effectively provide some
   of their own feedback.
            Research & Theory
       Classroom Practice Regarding

 Providing Feedback
1. 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
            Research & Theory
       Classroom Practice Regarding

 Providing Feedback
2. 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
               Research & Theory
          Classroom Practice Regarding

  Providing Feedback
3. 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.
            Research & Theory
       Classroom Practice Regarding

 Providing Feedback
4. 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
Recommendations for Classroom
Practice on Providing Feedback
a.   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.
    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
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
            Example: Elementary
            Performance Rubric
                                      .

Dazzling         Sparkling Glimmer                          Glow
All lines        Most lines           Forgets parts of      Unsure of lines
memorized;       memorized; Most      lines and blocking;   and blocking;
Blocking         blocking             Sometimes             Forgets to face the
memorized and    memorized; Stage     doesn’t face the      audience; Uses
faces the        voice heard most     audience; Hard to     small voice or is
audience; loud   of the time; shows   hear and              hard to
stage voice;     the audience         understand;           understand; Hides
shows the        some of the          Unsure of             character’s
audience the     character’s          character’s           feelings from the
character’s      feelings.            feelings.             audience.
feelings.




                                               Handouts 14, 14a-14g
Recommendations for Classroom
Practice on Providing Feedback
b.   Focus Feedback on Specific Types
     of Knowledge
      Relay correct as well as incorrect
       responses to fill in missing information
       and clarify misunderstandings
Recommendations for Classroom
Practice on Providing Feedback
c.   Use Student Led Feedback
      Use peer feedback (templates may be
       helpful)
      Use self assessments to help students
       gage own progress

Insert as examples, cadre created/selected feedback templates:
Sharing Ideas…




In your content area, discuss ways
  you have used this in your class
  and new ideas for the future. Be
  prepared to report back to the
  whole group.
   What thoughts,
questions, challenges,
or ideas do you have?
     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
“Art is not a thing; it is a way.” ~Elbert Hubbard

“It’s kind of fun to do the impossible.” ~Walt Disney

								
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