Setting Objectives and Setting Objectives and Providing FeedbackProviding Feedback

Chapter 8 – Classroom Instruction That Chapter 8 – Classroom Instruction That WorksWorks

Pages 92-102Pages 92-102

What is goal setting?What is goal setting?

Goal setting is the process of establishing a Goal setting is the process of establishing a direction for learning.direction for learning.

Three generalizations from research on goal Three generalizations from research on goal setting:setting: Instructional goals narrow what students focus on.Instructional goals narrow what students focus on. Instructional goals should not be too specific.Instructional goals should not be too specific. Students should be encouraged to personalize the Students should be encouraged to personalize the

teacher’s goals.teacher’s goals.

Classroom Practice in Goal SettingClassroom Practice in Goal SettingSpecific but Flexible GoalsSpecific but Flexible Goals

Teacher sets Teacher sets generalgeneral goals for students so goals for students so there is flexibility as students make the goal there is flexibility as students make the goal their own.their own.

Good sentence stems:Good sentence stems: ““I want to know more about…..”I want to know more about…..” ““I know that…”I know that…”

Classroom Practice in Goal SettingClassroom Practice in Goal SettingContractsContracts

Allow students control over their learning.Allow students control over their learning.

Allow for differentiation.Allow for differentiation.

Identify strategies/skills students need to Identify strategies/skills students need to practice.practice.

Providing FeedbackProviding Feedback

““The most powerful single modification that The most powerful single modification that enhances achievement is feedback. The enhances achievement is feedback. The

simplest prescription for improving education simplest prescription for improving education must be ‘dollops of feedback’.”must be ‘dollops of feedback’.”

Researcher John HattieResearcher John Hattie

19921992

Generalizations to Guide the Use of Generalizations to Guide the Use of FeedbackFeedback

Feedback should be corrective in Feedback should be corrective in nature.nature.

Students are provided with an explanation of whatStudents are provided with an explanation of what

they are doing that is correct and what they are they are doing that is correct and what they are

doing that is not correct.doing that is not correct.

Feedback should be timely.Feedback should be timely.

The more delay in giving feedback The more delay in giving feedback results in less improvement in results in less improvement in achievementachievement..

Optimum time for a test covering a Optimum time for a test covering a specific learning situation is one day specific learning situation is one day following the learning.following the learning.

Feedback should be specific to a Feedback should be specific to a criterion.criterion.

Should reference a specific level of Should reference a specific level of skill or knowledge.skill or knowledge.

Should be criterion-referenced rather Should be criterion-referenced rather than norm-referenced.than norm-referenced.

Students can effectively provide Students can effectively provide some of their own feedback.some of their own feedback.

Students can monitor their own Students can monitor their own progress.progress.

Self-evaluation as learning occurs.Self-evaluation as learning occurs.

Criterion-Referenced FeedbackCriterion-Referenced Feedback

Tells students where they stand relative to a Tells students where they stand relative to a specific target of knowledge or skill.specific target of knowledge or skill.

Use of rubrics.Use of rubrics.

Students often ask:Students often ask: Why is this wrong?Why is this wrong? What does the “B” mean?What does the “B” mean?

Rubric for Processes and SkillsRubric for Processes and Skills

44 The skill is done correctly and easily. The important parts The skill is done correctly and easily. The important parts of the skill is understood.of the skill is understood.

33 The skill is done correctly, but not easily.The skill is done correctly, but not easily.

22 Some big mistakes are made when the skill is done, but Some big mistakes are made when the skill is done, but basic steps in the skill are done.basic steps in the skill are done.

11 Many big mistakes are made and the skill can not be done.Many big mistakes are made and the skill can not be done.

00 No attempt to try to do the skill.No attempt to try to do the skill.

Student-Led FeedbackStudent-Led Feedback

““In the eyes of the beholder”In the eyes of the beholder”

““Kids say the darndest things.”Kids say the darndest things.”

Encourages students to support each other.Encourages students to support each other.

Planning for Providing FeedbackPlanning for Providing Feedback

What knowledge will students be learning?What knowledge will students be learning? What will I do to ensure that students understand the What will I do to ensure that students understand the

rubrics?rubrics? What will I do to ensure that I provide feedback in a What will I do to ensure that I provide feedback in a

timely manner?timely manner? How will I engage students in the feedback process?How will I engage students in the feedback process? How will I monitor the impact of feedback on student How will I monitor the impact of feedback on student

learning?learning? What will I do to help students who are not What will I do to help students who are not

responding well to feedback?responding well to feedback?

As Administrators, is it our As Administrators, is it our responsibility to MODEL how to set responsibility to MODEL how to set objectives and provide meaningful objectives and provide meaningful

and timely feedback?and timely feedback?

How do YOU accomplish this?How do YOU accomplish this?

How To Find RubricsHow To Find Rubrics

You can begin by typing in RUBRICS and hitting You can begin by typing in RUBRICS and hitting search.search.

Here are some that we think are good:Here are some that we think are good: RubistarRubistar teAchnology http://www.teach-nology.com/webteAchnology http://www.teach-nology.com/web http://school.discovery.com/schrockguide/assess.htmlhttp://school.discovery.com/schrockguide/assess.html http://www.middleweb.com/rubricsHG.htmlhttp://www.middleweb.com/rubricsHG.html http://www.ncsu.edu/midlink/ho.htmlhttp://www.ncsu.edu/midlink/ho.html http://www.rubrics4teachers.comhttp://www.rubrics4teachers.com