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Setting Objectives and Providing Feedback

Setting Objectives and Providing Feedback. When students know what they are learning , their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. Activities/Assignments. Today Read Chapter 2 in ..

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Setting Objectives and Providing Feedback

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  1. Setting Objectives and Providing Feedback

  2. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

  3. Activities/Assignments Today Read Chapter 2 in .. Finish Adverb assignment… Work on myth.. 3

  4. 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. Are skilled at finding information using the Google search engine.

  5. Activities/Assignments or Learning Goals????? Add and subtract fractions Understand the various components of culture. Make a travel brochure for a region. Make a simple machine. Understand the relationship between fractions and decimals Write a report on Charles Dickens. Write a book report. Design a menu that includes a balance of foods from the food pyramid. Know states and their capitals.

  6. Name__________________ Date___________________ Assignment____________________________________

  7. Setting Objectives and Providing Feedback Generalizations from research on Providing Feedback • Feedback should be “corrective” in nature. • Feedback should be timely. • Feedback should be specific to a criterion. • Students can effectively provide their own feedback.

  8. John Hattie—reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

  9. John Hattie—reviewed 7,827 studies on learning and instruction. …reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

  10. How do you provide feedback in a way that students • Know what they are learning and how well the are progressing • Can explain what they need to do to get better. Rubrics

  11. Rubrics • What are they? • Scoring Guides that explain levels of performance • Potentially, they focus students on “the learning” • Use in conjunction with checklists, when appropriate

  12. Rubrics • How can they help students learn? Feedback should be corrective. Feedback should be specific to a criterion. What is the focus of the criteria?

  13. What is the focus of the criteria? • All sections of the brochure are complete and handed in on time, and optional sections were included. There are more than three connections made among the ideas of topography, natural resources, and culture. • The brochure design is neat, creative, and colorful and it is typed. 3 All required sections of the brochure are vvcomplete and handed in on time. There are at vvleast three connections in each major section. vvThe brochure is neat and easy to read.

  14. What is the focus of the criteria? • The regional project demonstrated an in-depth understanding of the interaction of culture, topography, and natural resources, especially how topography and natural resources influence the culture. • The most important interactions discussed in class were shown, but you also included some interactions that were not obvious and that could be easily missed. You even showed understanding of how culture can influence topography and natural resources. • The regional project demonstrated a solid, accurate understanding of the interaction of culture, topography, and natural resources. • The most important kinds of interactions that were discussed in class were shown.

  15. Feedback should be specific to a criterion. What is the focus of the criteria? If criteria focus on the appearance of the product, the student will be more likely to attend to the appearance. If criteria focus on the level of learning, the student will be more likely to attend to the level of learning.

  16. How effective am I when I set objectives? When I set objectives, to what extent do I believe that my students • could describe what they are learning, not just describe what they are doing? • focus more on learning goals than on the specifics of the assignments? Not at all To a great extent 1 2 3 4

  17. How effective am I when I provide feedback? When I provide feedback, to what extent to I believe that my students • Understand.. • How well they are progressing toward specific learning goals when compared to a consistently applied standard? • How much they have improved over time? • How to improve their performance? Not at all To a great extent 1 2 3 4

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