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Setting Objectives and Providing Feedback
Transcript of Setting Objectives and Providing Feedback
Pg 92-102 Setting Ojectives Provide Students an objective for learning Set Objectives- Provide Feedback Think-Don't Pair-But DO Share!
Think about a time that feedback made a difference in your learning. What did the feedback look like and what difference did it make? My Goals for you:
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 Setting instructional goals narrows what students focus on. Teachers should encourage students to personalize the learning goals the teacher has identified for them. Instructional goals should not be too specific. Generalizations: Wallberg 1999 Analyzed 20 studies involving instructional goals Had an effect of -.20 on "unintended outcomes"-- A student with specific goals set would score 8 percentile points lower than a student in class where these goals were not set Why do you think this happened? Fraser and Others (1987) Behavioral objectives are too specific Behavioral objectives translated into a gain of only 5 percentage points These objectives contain three defining characteristics- Mager 1962
3. Criterion Once teachers set goals, students should adapt them to their personal needs If goals are too specific, they are not adaptable by students Recommendations for goals- 1. Specific but Flexable Goals What I Have Learned How I Plan to Find Out What I Want to Know What I Know Understand how _________________________
http://www.eduplace.com/graphicorganizer/ Clarify Purpose for Assignment Assignment
Learning Goal: As a result of doing this assignment, I should Know more about…?
Be more skilled at…? 2. Contracts with students http://www.teach-nology.com/web_tools/contract/ Teacher Signature ________________
Student Signature ________________ Example of a Learning Contract Understands the ways in which technology influences the human capacity to modify the physical environment.
I know ____________________________________
I want to know ______________________________
I will show this by ___________________________ Planning Questions For Setting Objectives How will I encourage students to personalize objectives?
How will I communicate my objectives to students and parents?
How will I use contracts with students?
How will I monitor how well students are meeting the learning objectives?
What will I do to help students who are not meeting objectives? 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 Now... Think Do PAIR and Share 1. Write an effective classroom goal for your students.
2. Share with a partner.
3. “Provide feedback.” Generalizations from the Research on Providing Feedback- Figure 8.2 pg.97 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." "The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be 'dollops of feedback'"-- John Hattie (1992) 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
Bangert-Downs, Kulik, Kulik, and Morgan (1991) Immediate is BEST
The longer the delay that occurs in giving feedback, the less improvement there is in achievement Referenced to a specific level of skill or knowledge (criterion referenced)
Not in reference to other students – (norm referenced). This tells students nothing about their learning.
Only giving the percentage of correct or incorrect answers is not usually very helpful in correcting a skill. Teach students how to give their own feedback and keep track of their own performance.
Use student feedback as a source of self-evaluation (Wiggins 1993) Classroom Practice- Providing Feedback 1. Use criterion-referenced feedback. Rubrics Rubrics Rubrics! Use rubrics much like the one we were provided for this presentation, http://rubistar.4teachers.org/ 2. Focus Feedback on specific types of knowledge
3. Use Student-led Feedback Citations: Walberg, H. J. (1999) Productive teaching in H. C. Waxman
and H. J. Walberg (Eds.) New Directions for teaching practice and research, 75-104. Berkley, CA: McCutchen Publishing Corporation. Fraserm B. J., Walberg, H. J., Welch, W. W., & Hattie, J. A.
(1987). Synthesis of educational productivity research. Journal of Educational Research, 11 (2), 145-252 Bangert-Downs, R. L., Kulik, C. C., Kulick, J. A., & Morgan,
M. (1991). The Instructional effects of feedback in test-like events. Review of Educational Research, 61(2), 213-238. Wiggins, G. (1993). Assessing student performances:
Exploring the purpose and limits of testing. San Francisco: Jossey-Bass