Created by The School District of Lee County, CSDC in conjunction with

Cindy Harrison, Adams 12 Five Star Schools

Adapted by the Foreign Language Cadre

SETTING OBJECTIVES & PROVIDING

FEEDBACK

Arlene DunnDavid FlechaDebbie FuchsCristina Hernandez

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 Eff ect

Percentile Category

Size (ES) Gain

No. of ESs

I dentif ying similarities and diff erences 1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing eff ort 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

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.

Research and Theory about

Goal Setting

TodayRead Chapter 2 in ..Finish Adverb assignment…Work on myth..

Activities/Assignments

As a result of what we do today, you will beable to demonstrate that you:

Understand the technique of foreshadowing in mysteries.

Can revise writing to improve use of descriptive adverbs.

Learning Goals

•Conjugate the irregular verb “ser”

•Understand the difference between “ser” and “estar”

•Make a conjugation book with the following verbs: ser, estar, regular “-er” (e.g. comer) and “-ar” (e.g. bailar)

•Understand the relationship between formal and informal greetings and salutations

•Write a report on the history of the Oktoberfest.

•Design a menu in French.

•Know Spanish speaking countries and their capitals.

Activities/Assignments or Learning Goals?????

Formats for homework that clarify purpose:

Assignment NotebookLanguage Arts

Assignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

MathAssignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

ScienceAssignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

Social Studies

Assignment: Report on the Berlin Wall

Due: 11-10-05

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 SettingGeneralization # 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.

Too Broad Too Specific

Specific but Flexible

Research and Theory about

Goal SettingGeneralization # 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 interests them base on their individual gaps individualize

Research and Theory about

Goal Setting Teacher goals: By the end of chapter 2, TLW a.) describe people and things b.) talk about more than one person or thing c.) tell time d.) tell at what time an event takes place Student goals: a.) spend 5 mins a day reviewing vocabulary b.) will practice dialogs or conversations c.) will do homework twice a week

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 Feedback1. 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

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

Research & Theory Classroom Practice Regarding

Providing Feedback

Recommendations for Classroom Practice on Providing Feedbacka. 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.

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

Clean refrigerator

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

Speaking Rubric (partial example) …

4. Vocabulary is generally accurate and appropriate to the task; minor errors, hesitations, and circumlocutions may occur.

3. Vocabulary is usually accurate; errors, hesitations, and circumlocutions may be frequent.

2. Vocabulary is not extensive enough for the task; inaccuracies or repetition may be frequent; may use English words.

1. Vocabulary inadequate for most basic aspects of the task

0. No response

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 gauge own progress

Insert as examples, cadre created/selected feedback templates:

How would you use this in your classroom?

Using a whip…

What have you learned about setting objectives or providing feedback?

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