Setting goals and objectives


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Learning how to set goals and objectives

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  • In setting goals and objectives teachers must be sure to distinguish between what they want students to do and what they want students to learn. Identify what students to be able to learn and what students will do. Teachers can easily assess students knowledge and understanding of skills when they communicate to students what they want them to learn.
  • It provides students with an explanation of what they are doing that is correct and what they are doing that is not correct. Feedback given immediately after a test like situation is best. The more dely that occurs in giving feedback, the less improvement there is in achievement. It is most useful when it references a specific level of skill or knowledge. Students can provide their own feedback by graphic speed and/or accuracy, self reflection, keeping track of their performance.
  • Criterion Referenced Feedback: Specific levels of knowledge and skill rather than simply providing students with a percentage score. Feedback for specific types of knowledge skill can be found in DIBELS and Achievement Series data
  • Setting goals and objectives

    1. 1. Classroom Instruction That Works <ul><li>Setting Objectives and Providing Feedback </li></ul><ul><li>Gillespie Park Elementary </li></ul><ul><li>Gail Brady, Principal </li></ul><ul><li>Facilitated by: </li></ul><ul><li>D. Blackwell, R. Freeland, E, O’Neal, </li></ul><ul><li>J. Watts and A. Young </li></ul>
    2. 2. Research and Theory on Goal Setting <ul><li>Definition: </li></ul><ul><li>GOAL SETTING IS </li></ul><ul><li>THE PROCESS OF ESTABLISHING A DIRECTION FOR LEARING </li></ul>
    3. 3. Goal Setting <ul><li>A skill that successful people have mastered to help them realize both short-term and long-term desires. </li></ul>
    4. 4. Review Setting Goals and Objectives <ul><li>Instructional goals should narrow what students focus on </li></ul><ul><li>Instructional goals should not be too specific </li></ul><ul><li>Students should be encouraged to personalize the teacher’s goals </li></ul>
    5. 5. Review Setting Goals and Objectives <ul><li>Teacher </li></ul><ul><li>General enough for students to have flexibility </li></ul><ul><li>May provide sentence stems (I want to know more about) </li></ul><ul><li>Student </li></ul><ul><li>Specific based on prior knowledge and interest </li></ul><ul><li>Can be amended at any time. </li></ul>
    6. 6. Activities Europe Prepare a Timeline of European History Create a travel brochure that will encourage people to come to your country of study Make and label Dough maps of Europe Write a fiction novel whose setting is the country you have researched Read books that have a European setting (Historical Fiction)
    7. 7. Learning Europe Understand that Physical features of the regions in Europe vary from one region to another Understand that various types of governments exist throughout the regions and countries of Europe Understand how the regions in Europe are linked economically and how trade affects the way people earn a living
    8. 8. Brain Splash <ul><li>On the paper that has been provided for you. </li></ul><ul><li>Write the word “FEEDBACK” in the center of the splash </li></ul><ul><li>In the rest of the space on the paper, write down ways teachers and or students can provide feedback. </li></ul>
    9. 9. Providing Feedback <ul><li>The best strategy a teacher can use is to provide students with feedback that is relative to what they are doing. </li></ul>
    10. 10. Feedback <ul><li>Should be “corrective” </li></ul><ul><li>Should be timely </li></ul><ul><li>Should be specific </li></ul><ul><li>Students can effectively provide some of their own feedback. </li></ul>
    11. 11. Ways Feedback Can be Provided <ul><li>-Criterion Referenced Feedback: </li></ul><ul><li>-Feedback for Specific Types of Knowledge Skill </li></ul><ul><li>-Rubrics </li></ul><ul><li>-Student-Lead Feedback </li></ul>
    12. 12. Rubrics for Providing Feedback <ul><li>See page 100-101 in textbook </li></ul><ul><li>(Figures 8.5 and 8.6) </li></ul>
    13. 13. Group Activity #1 <ul><li>Read Scenario </li></ul><ul><li>Discuss with your partners: </li></ul><ul><li>-How did the teacher set goals? </li></ul><ul><li>-Did the teacher provide general learning targets? If so, what were they? If not, what could she have done to improve instruction? </li></ul><ul><li>-How did the teacher involve students in the learning process? </li></ul>
    14. 14. Group Activity #2 <ul><li>Create Tab Book Foldable-Setting Goals </li></ul><ul><li>Teacher Goal </li></ul><ul><li>Student Goal </li></ul><ul><li>Personal Learning Goal </li></ul><ul><li>Rubric </li></ul>
    15. 15. 3-2-1 <ul><li>On a sheet of paper, write down: </li></ul><ul><li>3 -Strategies from Marzano’s 9 to help students acquire and integrate knowledge </li></ul><ul><li>2 -Activities/structures I can use in the next few weeks to support instruction </li></ul><ul><li>1 -Closing thought I have about today’s session </li></ul>
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