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Debrief From PD360

Debrief From PD360. Looking closer. Setting Learning Goals and  Providing Feedback. Debrief Introduction Instruction Implementation Closure. Morning Session – Setting Learning Goals. Please reflect on the following question in your PLC Notebook or Online Journal.

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Debrief From PD360

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  1. Debrief From PD360

  2. Looking closer . . . Setting Learning Goals and  Providing Feedback

  3. Debrief • Introduction • Instruction • Implementation • Closure Morning Session – Setting Learning Goals

  4. Please reflect on the following question in your PLC Notebook or Online Journal. Setting Learning Goals How do I let students know what they are supposed to learn in lessons or units?

  5. Should goal setting focus on  BIG IDEAS? • Intensive instruction means teach less more thoroughly. • If you don’t know what is important, everything is important. • If everything is important, you will try to do everything. • If you do everything, you won’t have time to figure out what is important.

  6. Marzano Explains Setting Goals http://youtu.be/2A6ulEwJFMs

  7. Teachers Setting Learning Goals Process of establishing a direction for learning Learning goals narrow what students focus on Goals should not be ACTIVITY based; they should be  LEARNING based

  8. Setting Learning Goals  Learning goals need to be specific, but should not be too specific. "Just right" goals are specific, but flexible

  9. "Goldilocks" Learning Goals

  10. Learning Activity vs. Learning Goal • Learning goals are concrete and measurable.   • The skills the students should  take away as a result of the lesson/unit. • Learning activities are the lessons and things the students will be doing to practice the skill in order to achieve the learning goal.

  11. Learning Activity vs. Learning Goal

  12. Communicating Learning Goals to Students • Write the learning goals on the board • Prepare a written handout • Syllabus • Provide learning goals orally • Bulletin boards • Question of the Day • Essential Question

  13. BREAK! Take a ten minute break!

  14. Helping Students Set Personal Learning Goals Students should be encouraged to personalize the instructional goal  We can do this by giving students a say with.. Content Assessments Time limits Products

  15. Personalized Goal Setting Helpful Tools Sentence Stems(I want to know more about . . .) I know that the heart pumps blood through the body, but I want to know how a heart attack happens. I want to know how I can use a² + b² = c² in real life. I want to know if there is more than one theory about the causes of the Civil War By analyzing literature, I want to know how the American Dream has changed over the years I want to know why the answer to multiplication of fractions is smaller than either of the fractions multiplied.

  16. Personalized Goal Setting Helpful Tools Contracts: - Contracts allow students the opportunity to state the goals they will try to attain and the grade they will receive if they do attain them

  17. Personalized Goal Setting Helpful Tools K-W-L Charts Student task choices Video recordings of their goals Learning journals 

  18. WRITE IT DOWN! Written goals have a way of transforming wishes into wants; cannots into cans; dreams into plans; and plans into reality.  Don't just think it - ink it!

  19. Small Group Break Out! In your department PLC group, INK IT! Meet in your designated PLC meeting place Share ideas for implementing these strategies in your classroom! YOUR GOAL: • Share a minimum of six different ideas for implementing these strategies. • Decide as a PLC group on ONE to try in all of your classrooms • All members of the PLC group should be trying the same strategy! • Complete Closure Form as a group

  20. Report Out One person from each PLC fill out a colored Strategy Form Share what your PLC discussed and what strategy you will collectively try in your classrooms.

  21. LUNCH! Enjoy your grub.

  22. Afternoon Session – Providing Feedback • Debrief • Introduction • Instruction • Implementation • Closure

  23. Feedback that focuses on what needs to be done can encourage all to believe that they can improve. Black et al (2003)

  24. Providing Feedback Please reflect on the following question in your PLC Notebook or Online Journal. Think of a time when feedback made a difference in your learning. What did the feedback look like?

  25. Types of Feedback

  26. Feedback Through Grading http://teachfind.com/secondary-assessment-formative-assessment Segment (4:45-8:00) While watching this video, think about your own grading practices. How much information do you give to students about what they need to improve when grading their work?

  27. Providing Feedback: Corrective Feedback should be corrective Provide students with an explanation of what they are doing that is correct and what they are doing that is not correct Can be student-to-student (PALS) Can be reflective

  28. Providing Feedback: Testing Different ways of giving feedback on “test-like events” have varied impacts on learning Small Gains Providing them with the correct answer  Big Gains Providing students with an explanation as to what is right and what is wrong with their answers  Allowing them to repeat the task (retake test) until they can succeed  Loss Telling students if answer is right or wrong (simply telling them their score)

  29. Timing of Feedback

  30. Providing Feedback: Timely Feedback should be timely Feedback that occurs immediately after a test has the greatest effect on achievement Feedback that occurs immediately after a test item has the least effect on achievement In assessment situations, Immediately after assessment   +++ Delayed after assessment  ++ Immediately after an item in assessment -

  31. Providing Feedback: Specific Feedback should be specific to a criterion Reference a specific level of skill or knowledge Need to provide feedback on what students have learned about the content rather than how they stand relative to others or what grade they received

  32. Providing Feedback: Activity At your tables, you have five different formative assessments. Discuss and record with your group members the following: • Which of the CITW feedback goals is this formative assessment addressing? • How is it assessing students? • What could it be used for? Record your answers in your PLC journal!

  33. Providing FeedbackHelpful Tools Student’s Own Progress Monitoring Keep track of their performance over time Graph correct number of words (problems) correct in a minute Read Naturally – reading fluency Fast Facts / Mad Minute – math Student-Led Feedback Peer revision of English paper Peer review of steps taken to solve a math problem Peer Assisted Learning Strategies in reading and math Rubrics

  34. Providing FeedbackHelpful Tools Checklists Rubric Builder RubiStar Rubric Maker Electronic Portfolio SurveyMonkey SMART Goal Setting Assessment as Feedback http://www.pd360.com/index.cfmContentId=141

  35. Small Group Break Out! Meet in your designated PLC meeting place Share ideas for implementing these strategies in your classroom! YOUR GOAL: • Share ways you have used effective feedback in your classroom • Create new ideas for giving feedback • How, as a PLC, are you going to give better feedback to students? • Complete Closure Form as a group

  36. Report Out Share with the people at your table what your PLC discussed and what strategy you will try in your classroom.

  37. You have TWO new things to try in your classroom! Set clear learning goals for yourself and students! Give meaningful feedback! Summary of In-Service

  38. Post your experience trying your new strategies to our PD360 group. • Which strategies did you try? • What went well? • What are you going to modify for next time? Before Next  Time...

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