SETTING OBJECTIVES & PROVIDING FEEDBACK

1. SETTING OBJECTIVES & PROVIDING FEEDBACK Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star SchoolsAdapted by the Foreign Language Cadre Arlene DunnDavid FlechaDebbie FuchsCristina Hernandez

2. 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

4. Research and Theory aboutGoal Setting • Generalizations based on research: • Instructional goals narrow what students focus on. • Instructional goals should not be too specific. • Students should personalize goals.

5. Activities/Assignments Today Read Chapter 2 in .. Finish Adverb assignment… Work on myth..

6. 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.

7. Activities/Assignments or 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.

8. Formats for homework that clarify purpose: Assignment Notebook 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…?

9. Research and Theory aboutGoal 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.

10. Research and Theory aboutGoal 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 interests them • base on their individual gaps • individualize

11. Research and Theory aboutGoal 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

12. Recommendations for Classroom Practice on Goal Setting • Communicate Learning Goals to Students • Provide in writing (i.e. on board, handout) • Provide orally • Help Students Set Learning Goals • Model process for students (i.e. sentence stems) • Provide support along the way • Short term and long term goals • Communicate Learning Goals to Parents • Keep the message simple • Avoid educational jargon

13. 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

14. Think, pair, share… • Write an effective classroom goal for your students. • Share with a partner. • “Provide feedback.”

15. Research & Theory Classroom Practice RegardingProviding Feedback Generalizations based on research: • Feedback should be corrective in nature. • Feedback should be timely. • Feedback should be specific to a criterion. • Students can effectively provide some of their own feedback.

16. Research & Theory Classroom Practice RegardingProviding Feedback • 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

17. Research & Theory Classroom Practice RegardingProviding Feedback • 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

18. Research & Theory Classroom Practice RegardingProviding Feedback • 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.

19. Research & Theory Classroom Practice RegardingProviding Feedback • 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

20. Recommendations for Classroom Practice on Providing Feedback • 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.

21. 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

22. 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

23. 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

24. Recommendations for Classroom Practice on Providing Feedback • Focus Feedback on Specific Types of Knowledge • Relay correct as well as incorrect responses to fill in missing information and clarify misunderstandings

28. Recommendations for Classroom Practice on Providing Feedback • 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:

29. How would you use this in your classroom?

30. Using a whip… What have you learned about setting objectives or providing feedback?

31. What thoughts, questions, challenges, or ideas do you have?

32. 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