Setting Objectives and Providing Feedback Terry Mc Kinley

Setting Objectives and Providing Feedback Terry Mc. Kinley and Gasper Lozano

The purpose of today’s workshop is to increase student understanding and engagement through establishing learning objectives and providing a variety of feedback. Objectives: • Generate the definition of an effective objective. • Articulate the rationale for posting, stating, and referencing of objectives. • Create a measureable and observable objective. Feedback (objective) • Compare and analyze different forms of feedback throughout the workshop.

Pre-assessment – A Consensogram Which heading best describes the level of your current use of objectives?

Processing Time Covert Directive: Take a moment to look at the Consensogram and think about what it means to you. Overt Directive: Now, take about 15 seconds and share with your table group your thoughts on how objectives are currently being used in our district and your thoughts about the use of the Consensogram. Feedback: Criterion-referenced feedback and timely feedback

What are the components of a wellwritten objective? 1. First take a moment to think. 2. Write down two items you feel are important about objectives. 3. Share the two items with your table group. 4. Select a recorder for the group. 5. The recorder will list those components that make up an effective objective as identified by the group members on the poster paper provided.

Gallery Walk ü Take a gallery walk with your group. ü Return to your table. ü A handout of the important ingredients (components) for an effective objective. ü As a group, compare the handout to the list your group generated. What are some similarities or differences? Feedback: This feedback was timely, criterion referenced and corrective.

Conver-Stations A Discussion Activity v. Stay in your group for the first round. v. Discussion – What might be important about posting objectives? v. Select two people from your group to stand up and move to the next group in a clockwise direction. v. Discussion – Briefly summarize the discussion from round one. Then add your thoughts by discussing what might be the importance of stating the objective for the students?

Conver-Stations A Discussion Activity Continued v. When time is called select two people at your table that did not move in round two. They will stand move counter clockwise to the next table. v. Build on the conversation by considering and discussing the importance of referencing the objectives throughout the lesson. Feedback: Criterion referenced, student-led feedback, timely

Read and Say In pairs, you will read an excerpt from Classroom Instruction that Works. ü Coaches will pair teachers by matching numbers. ü Once in pairs, teachers will read first section of excerpt silently. ü As each group finishes reading first section, discuss important ideas with your partner. (repeat process for sections 2 and 3). FEEDBACK: Criterion referenced, student-led feedback, timely ( specifically supports learners in confirming and

Closing Task Think about a lesson you have taught or plan to teach in the near future and ask yourself what are the critical concepts your students learned or would want them to learn and mentally note one or two objectives for that lesson. You will now have approx. 5 - 8 minutes to create and write down those objectives on a sheet of paper utilizing the checklist as a rubric. As you complete the objectives, place it facedown so we know you have completed the task and wait for next step.

Closing Task Continued With your elbow partner exchange your objectives and use the checklist critique each other’s learning objectives. Now that you have critiqued the objectives, share thoughts and ideas with your partner. FEEDBACK: student led feedback, criterion referenced, timely.

Exit Ticket