Setting Objectives and Providing Feedback

1. Setting Objectives and Providing Feedback Generalizations from research on goalsetting tell us instructional goals narrow what students focus on.

2. Setting Objectives andProviding Feedback Instructional goals should not be too specific, and students should be encouraged to personalize the teacher’s goals.

3. Setting Objectives and Providing Feedback Research tells us feedback should be “corrective” in nature.

4. Setting Objectives and Providing Feedback Feedback should be timely and specific to a criterion. Great accuracy at telling time to the nearest minute.

5. Setting Objectives and Providing Feedback Research tells us that students can effectively provide some of their own feedback.

7. Cues, Questions, Advance Organizers

8. Who Needs Wait Time? • Often boys need more wait time than girls. • Some students in poverty need more wait time because they have less background knowledge and limited vocabulary. • Often English-language learners need additional time to process thoughts in their first language and then translate to English. • Many students with identified learning disabilities need additional time to process and reflect before giving a response. Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books.

9. Retrieval rates and intelligence are not linked. Sometimes those highly able students in your room have neural networks that are much denser, and their thoughts and responses are more complex (Kingore, 2004). Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books.

10. Question to Ponder • What’s more important, the question or the answer?

11. Use More Questions Than Answers • The brain is more receptive to questions than answers. • Allow students to generate questions. • How and why questions require more thought than who and what questions. HOW? WHY? Jensen, E. (1997)

12. The concept of advance organizers was first popularized by David Ausubel (1968), who defined them the following way: ~Appropriately relevant and inclusive introductory materials … introduced in advance of learning … and presented at a higher level of abstraction, generality and inclusiveness than the information presented after it. The organizer serves to provide scaffolding for the stable incorporation and retention of the more detailed and differentiated materials that follow.

13. Generating & Testing Hypotheses • One of the most powerful and analytic of all cognitive processes • Involves the application of knowledge • Has a significant impact on student achievement

15. What did the activity require of you cognitively?

16. It isn’t always easy… Make students feel safe! Require reasoning! What are some strategies?

17. Synthesize your learning… What generalizations can you make about the expectations for students when these strategies are effectively employed?

18. The elephants in the room… Layer! Make your activities serve several purposes. …and that means you must plan ahead!

19. Planning Worksheet for Unit of Instruction Planning for the Beginning of an Instructional Unit • What learning goals will I present to students? • How will I display these goals so that they are clearly evident throughout the unit? • How will I provide guidance for students as they generate their own learning goals? • How will students display these goals so that they are evident throughout the unit? During a Unit: Planning for Introducing Knowledge • Which activities will I use to help students identify what they already know about new knowledge? • What activities will I use to help provide students with advances organizers for new knowledge? • What will I do to help students summarize and take notes about the new knowledge? • What will I do to help students represent the new knowledge in a nonlinguistic way? • How will I use cooperative learning? • What will I do to help students identify similarities and differences relative to the new knowledge? During a Unit: Planning for Students to Review, Apply, and Practice Knowledge • How will I use homework to help students practice the knowledge that has been presented to them? • How will I use homework to help students apply the knowledge they are learning? • What activities will I use to help students generate and test hypotheses about the knowledge they are learning? • What will I do to help students review and revise the nonlinguistic representations they have made for the knowledge they are learning? During a Unit: Planning for Monitoring Student Progress Toward Leaning Goals • How will I provide students with systematic feedback on their progress toward their leaning goals? • How will I involve students in the feedback process relative to learning goals? • How will I celebrate and recognize student progress throughout the unit? Planning for the End of the Unit • How will I provide a summary evaluation to students for each of the learning goals? • How will I solicit students’ self-evaluations for each learning goal? • How will I reconcile differences between my evaluation and a student’s progress and the self-evaluation?

20. “Leadership is getting the herd to go roughly west.” Will Rogers

21. The 20-60-20 Rule According to change management theory, the 20-60-20 rule can be applied to an organization’s employees: 20% want change, 60% are not sure about it, and 20% react negatively. The role of leaders, then, is to get the 60% undecided group to go with the yeses. Source: Ann Mahoney, “Reengineering for Results”, Association Management, 1997.

22. When thinking about Marzano’s research-based strategies for increasing student achievement, how do you respond and why? Are you a corvette, a camaro, a montecarlo, or a minivan?