Debrief From PD360
Looking closer . . .
Setting Learning
Goals
and
Providing
Feedback
Morning Session –
Setting Learning Goals
• Debrief
• Introduction
• Instruction
• Implementation
• Closure
Setting Learning Goals
Please reflect on the following question in your PLC Notebook
or Online Journal.
How do I let students know
what they are supposed to
learn in lessons or units?
Should goal setting focus on
BIG IDEAS?
Intensive instruction means teach less more
thoroughly.
• If you don’t know what is important, everything
is important.
• If everything is important, you will try to do
everything.
• If you do everything, you won’t have time to
figure out what is important.
Marzano Explains Setting Goals
http://youtu.be/2A6ulEwJFMs
Teachers Setting Learning Goals
• Process of establishing a
direction for learning
• Learning goals narrow
what students focus on
• Goals should not be
ACTIVITY based; they
should be LEARNING
based
Setting Learning Goals
• Learning goals need to be
specific, but should not be
too specific.
• "Just right" goals are
specific, but flexible
"Goldilocks" Learning Goals
Too Broad
Too specific
Just right
Students understand
the visual arts in
relation to history and
culture
Given two examples
of art objects from the
Renaissance period,
students describe the
function and meaning
of the objects,
including at least
three details from
each.
Students know the
function and meaning
of specific art objects
within varied cultures,
times, and places.
Students understand
and apply basic and
advanced properties
for the concepts of
numbers.
Students identify ten
prime and composite
numbers with 80%
accuracy.
Students understand
the basic difference
between composite
and prime numbers.
Learning Activity vs. Learning Goal
• Learning goals are concrete
and measurable.
o The skills the students
should take away as a result
of the lesson/unit.
• Learning activities are the
lessons and things the students
will be doing to practice the skill
in order to achieve the learning
goal.
Learning Activity vs. Learning Goal
Learning
Activity
Design a menu
that includes a
balance of
foods from the
food pyramid.
Learning Goal Convert A to
G
Know the
elements of the
food pyramid
and what is
meant by a
balanced die
Add and
subtract
fractions with
like
denominators.
Make a
magnet.
Know the
characteristics
of a magnet
Communicating
Learning Goals to Students
• Write the learning goals on
the board
• Prepare a written handout
o Syllabus
• Provide learning goals orally
• Bulletin boards
• Question of the Day
• Essential Question
BREAK!
Take a ten minute break!
Helping Students Set
Personal Learning Goals
• Students should be
encouraged to
personalize the
instructional goal
• We can do this by
giving students a say
with..
o Content
o Assessments
o Time limits
o Products
Personalized Goal Setting
Helpful Tools
Sentence Stems (I want to know more about . . .)
• I know that the heart pumps blood through the
body, but I want to know how a heart attack
happens.
• I want to know how I can use a² + b² = c² in real
life.
• I want to know if there is more than one theory
about the causes of the Civil War
• By analyzing literature, I want to know how the
American Dream has changed over the years
• I want to know why the answer to multiplication of
fractions is smaller than either of the fractions
multiplied.
Personalized Goal Setting
Helpful Tools
Contracts:
- Contracts allow students the opportunity to
state the goals they will try to attain and the
grade they will receive if they do attain them
Personalized Goal Setting
Helpful Tools
• K-W-L Charts
• Student task
choices
• Video recordings
of their goals
• Learning journals
WRITE IT DOWN!
Written goals have a way of transforming
wishes into wants; cannots into cans; dreams
into plans; and plans into reality.
Don't just think it - ink it!
Small Group Break Out!
In your department PLC group, INK IT!
Meet in your designated PLC meeting place
Share ideas for implementing these strategies in
your classroom!
YOUR GOAL:
• Share a minimum of six different ideas for
implementing these strategies.
• Decide as a PLC group on ONE to try in all of
your classrooms
o All members of the PLC group should be
trying the same strategy!
• Complete Closure Form as a group
Report Out
One person from each PLC fill out a colored Strategy Form
Share what your PLC discussed and
what strategy you will collectively try in
your classrooms.
LUNCH!
Enjoy your grub.
Afternoon Session –
Providing Feedback
• Debrief
• Introduction
• Instruction
• Implementation
• Closure
Feedback that focuses on what
needs to be done can encourage
all to believe that they can
improve.
Black et al (2003)
Providing Feedback
Please reflect on the following question in your PLC Notebook
or Online Journal.
Think of a time when
feedback made a difference
in your learning.
What did the feedback look
like?
Types of Feedback
Synthesis Study
Type of Feedback
Focus
Percentile Gain
Right/wrong answer
-3
Correct answer
9
Repeat until
corrected
Explanation
20
20
Feedback Through Grading
http://teachfind.com/secondary-assessment-formativeassessment
Segment (4:45-8:00)
While watching this video, think about your own
grading practices.
How much information do you give to students about
what they need to improve when grading their work?
Providing Feedback: Corrective
• Feedback should be
corrective
o Provide students with
an explanation of what
they are doing that is
correct and what they
are doing that is not
correct
o Can be student-tostudent (PALS)
o Can be reflective
Providing Feedback: Testing
Different ways of giving feedback on “test-like
events” have varied impacts on learning
• Small Gains
o
Providing them with the correct answer
• Big Gains
o
o
Providing students with an explanation as to what is right
and what is wrong with their answers
Allowing them to repeat the task (retake test) until they can
succeed
• Loss
o
Telling students if answer is right or wrong (simply telling
them their score)
Timing of Feedback
Providing Feedback: Timely
• Feedback should be timely
o Feedback that occurs immediately after a test has
the greatest effect on achievement
o Feedback that occurs immediately after a test item
has the least effect on achievement
o
In assessment situations,
 Immediately after assessment +++
 Delayed after assessment ++
 Immediately after an item in assessment -
Providing Feedback: Specific
• Feedback should be specific
to a criterion
o
Reference a specific level of skill
or knowledge
 Need to provide feedback on what
students have learned about the
content rather than how they stand
relative to others or what grade
they received
Providing Feedback: Activity
At your tables, you have five different formative assessments.
Discuss and record with your group members the following:
• Which of the CITW feedback goals is this formative
assessment addressing?
• How is it assessing students?
• What could it be used for?
Record your answers in your PLC journal!
Providing Feedback
Helpful Tools
• Student’s Own Progress Monitoring
o
Keep track of their performance over time
 Graph correct number of words (problems) correct in a
minute
 Read Naturally – reading fluency
 Fast Facts / Mad Minute – math
• Student-Led Feedback
o
o
o
Peer revision of English paper
Peer review of steps taken to solve a math problem
Peer Assisted Learning Strategies in reading and math
• Rubrics
Providing Feedback
Helpful Tools
•
•
•
•
•
•
•
•
Checklists
Rubric Builder
RubiStar
Rubric Maker
Electronic Portfolio
SurveyMonkey
SMART Goal Setting
Assessment as Feedback
http://www.pd360.com/index.cfmContentId=141
Small Group Break Out!
Meet in your designated PLC meeting place
Share ideas for implementing these strategies in
your classroom!
YOUR GOAL:
• Share ways you have used effective feedback
in your classroom
• Create new ideas for giving feedback
• How, as a PLC, are you going to give better
feedback to students?
• Complete Closure Form as a group
Report Out
Share with the people at your
table what your PLC discussed
and what strategy you will try in
your classroom.
Summary of In-Service
You have TWO new things
to try in your classroom!
Set clear learning goals for
yourself and students!
Give meaningful feedback!
Before Next Time...
Post your experience trying your new strategies
to our PD360 group.
• Which strategies did you try?
• What went well?
• What are you going to modify for next time?