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What is Setting Objectives and Providing Feedback?

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erin rabot

on 11 February 2018

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Transcript of What is Setting Objectives and Providing Feedback?

The Keysborough
Learning Framework
Creating The
Environment for
Learning.

Setting Objectives
and
Providing Feedback
Setting Objectives:

guides student learning.

" When teachers communicate objectives for student learning, students can see more easily the connection between what they are doing in class and what they are supposed to learn" (Dean, Hubbell, Pitler, and Stone, 2012,Classroom Instruction That Works).
Providing feedback:
is where the teacher communicates to students where they are in their learning and what they need to improve.

"Providing feedback specific to learning objectives helps students improve their performance and solidify their understanding" (Dean, Hubbell, Pitler, and Stone, 2012).
Today's Learning Goal: To understand how to write effective learning goals.
Today I will know how to set objectives, provide feedback and create success criteria for students.

What is its purpose?
The purpose of setting objectives is to link what they are doing in class with what they are supposed to learn.
The Purpose of providing feedback is to help students adjust their learning and increase student achievement.
Learning Goals ….
Instructional goals narrow what students focus on.
describe the knowledge and skills in the Victorian Curriculum that students are required to learn, in a way that actively engages them in the learning process.
are brief statements that describe, for students, what they should know and be able to do by the end of a period of instruction.
are critical pieces of information students need to know in order to become successful learners.
Instructional goals should not be too specific.
Students should be encouraged to personalize the teacher's goals.
Goal setting has been determined as a primary way of setting objectives.

Research:
Students learn more efficiently when they know the goals and objectives of a specific lesson or learning activity.
Why should we care?
- Effect size
- Student engagement
Setting Objectives:
- Has an effect size of 0.31 (Dean et. al., 2012, p. 4).
- While this might seem small - >15% - set learning objectives provides an opportunity for reflection and feedback.
- Effective feedback has an effect size of 0.76 (p.4).
- Therefore, objectives are extremely important as the combined effect size is .61, or a percentile gain of 23 points (p.4).

Setting strong objectives that students understand is the first portion of this process.
- Students should be involved in the process of setting objectives for the unit/lesson.


- "In addition, students build intrinsic motivation when they set personal learning objectives").

- Clearly, helping students to gauge their starting point, learning, and effective approaches puts the student in control of their learning. This develops independence, which is an amazing outcome for any educator.
21st C Today I will know how to set objectives, provide feedback and create success criteria for students. 2/5 4 5
I will know how what the high yield strategies are and how to use them to improve learning outcomes for students.
to complete professional development on the high yield strategies and peer tp peer observation to enhance my teaching skills.
New teacher
Creating the environment for learning
21st C
Today I will understand the Keysborough Learning Framework.
2/5 5 5 5 9/10
write today's goal down
So, what makes for effective goal setting in the classroom?
Teachers @Keysborough unpacking Learning Goals in their
classrooms..


The Self-Assessment Continuum


The Self-Assessment Continuum


The Self-Assessment Continuum


The Self-Assessment Continuum
Where am I going? –
What are you learning?
How am I going? -
How do you know you’re learning it?
Where to next? -
Where are you going next?
Have Students Identify Their Own Learning Goals
and monitor their own progress.
Based on their own interests and relates to the teacher learning goals.
Write in similar format as teacher goals.
When this unit is complete,
I will better understand _______________.
I will be able to do _______________.

Simplified version of the scale to keep track of progress.
4. I did better than I thought I would do.
3. I accomplished my goal.
2. I didn't accomplish everything I wanted to, but I learned
quite a bit.
1. I tried but didn't really learn much.
0. I didn't really try to accomplish my goal.


Engaging Meta Cognition
How do I implement?
Setting Objectives:

- Set clear, specific learning objectives
- Communicate the learning objectives
-Connect the learning objective to what
they already know and what they
will learn
- Align the learning objectives with
state standards.
- Write "student friendly"
learning objectives.
- Reference the learning objectives
several times throughout the lesson.
Goal sheets, exit tickets and self assessment and reflection
Recommendation #1 - Progression
Provide feedback that addresses what is correct and elaborates on what students need to do next.

Feedback that helps students take the next step in their learning

Recommendation #2 - Timing
Provide feedback appropriately in time to meet students' needs

Sometimes immediate feedback is good for practise

Sometimes longer break can promote personal reflection

Delayed feedback good for learning concepts

Immediate feedback good for learning procedural skills


Recommendation #3 - Focused
Provide feedback that is criterion referenced and rubric based.

Recommendation #4 - Engagement
Engage students in the feedback process

Students can provide some feedback
themselves and to their peers

What are They?
Visible thinking routines
Turn learning goals into student friendly language
Use Blooms taxonomy verbs
"Learning goals and success criteria are the tools which enable pupils to exercise power over their own learning. Learners need to be engaged and reflective: success criteria - the ingredients, steps or possible features of the learning objective - provide the rationale for the learning objective in real terms, so that the learner is aware of expectations and can identify which success criteria are going well and which are not."
So what about Sam and Kara?

Oh No! You forgot about Sam, an intellectually gifted student in your class.

And what about Kara? She struggles with a communication learning disability.

How are you going to differentiate the learning goals and success criteria for them?
Trick Question!

There is no difference!

Unless your students are working from a modified education plan, they will be working towards the same goals and criteria as everyone else
Flexibility in learning goals allow those who excel to use these goals as spring boards
The creation of learning goals alone has shown to aid exceptional student by increasing self- awareness, motivation and regulation


The Self-Assessment Continuum


The Self-Assessment Continuum


The Self-Assessment Continuum
Where am I going? –
What are you learning?
How am I going? -
How do you know you’re learning it?
Where to next? -
Where are you going next?
New teacher
21st C Today I will know how to set objectives, provide feedback and create success criteria for students. 2/5 4 5
I will know how what the high yield strategies are and how to use them to improve learning outcomes for students.
to complete professional development on the high yield strategies and peer tp peer observation to enhance my teaching skills.
New teacher
Creating the environment for learning
21st C
Today I will understand the Keysborough Learning Framework.
21st C Today I will know how and why to create success criteria for students . 2/5 4 5

Learning Goal: Today I will know how and why to create success criteria for students
How do we come up with student focused success criteria?
Success criteria are based upon curriculum expectations
Formats of Success Criteria
check lists
t-charts
rubrics
chart/list
Success Criteria are how we measure a student's understanding of the learning goal.
New Information: In short, Success Criteria are the guidelines students can use to help them move from one level of achievement to another.
How do we come up with student focused success criteria?

Success criteria are based upon curriculum expectations

Success Criteria are how we measure a student's understanding of the learning goal.
The idea of success criteria is to make sure that students and teachers are on the same page when completing and marking assessments.
By creating an environment where students share in developing success criteria they will become stronger students.
Show pupils examples of finished work.
Discuss what makes the piece of work successful or
not successful.
Work with the students to
develop the success
criteria.
When completing an
assignment, it is important
to refer back to the success
criteria.
To increase student learning,
we must involve them in the
assessment process.
Peer and self editing are key
tools in the implementation of
success criteria.
Fewer hands up/questions/off task behaviours during work periods.
Students know exactly what they should be doing.
The teacher has more time to work with students who need extra support.
Students can become aware of their own weakness and strengths when they check their progress against the criteria.
The finished product is of a higher quality.

What are the benefits of using Success Criteria?

When they know the target, they have a better chance of hitting it.

Learning Goal: Today I will know how to give and receive feedback to/from students
Today I will know how to give and receive feedback to/from students 2/5 4 5
I will know how what the high yield strategies are and how to use them to improve learning outcomes for students.
to complete professional development on the high yield strategies and peer tp peer observation to enhance my teaching skills.
New teacher
21st C
Today I will understand the Keysborough Learning Framework.
21st C Today I will know how to set objectives, provide feedback and create success criteria for students. 2/5 4 5
Creating the environment for learning
21st C Today I will know how and why to create success criteria for students . 2/5 4 5
21st C


The Self-Assessment Continuum


The Self-Assessment Continuum


The Self-Assessment Continuum
Where am I going? –
What are you learning?
How am I going? -
How do you know you’re learning it?
Where to next? -
Where are you going next?
Providing Feedback:
- Align the criteria with the learning objectives.
- Decide how and when feedback will be provided with students.
- Decide how and when students will provide their own feedback.

Learning Goal: The self Assessment Continuum...
Visible learning:
Attached to the learning goal
Students rate themselves according to the rubric
Teacher gets to see how the students feel about their answers
Provide a way to scaffold a student's learning so he/she can learn to self-evaluate and see their progress on personalised learning goals.

i used to think now i think


Trick Question!

There is no difference!

Unless your students are working from a modified education plan, they will be working towards the same goals and criteria as everyone else
Flexibility in learning goals allow those who excel to use these goals as spring boards
The creation of learning goals alone has shown to aid exceptional student by increasing self- awareness, motivation and regulation
So what about Sam and Kara?

Oh No! You forgot about Sam, an intellectually gifted student in your class.

And what about Kara? She struggles with a communication learning disability.

How are you going to differentiate the learning goals and success criteria for them?
Teacher self Assessment through gathering student feedback
Full transcript