Setting Objectives and Providing Feedback by Marisel N. Torres-Crespo https://padlet.com/mariseltc/sg120zjziyl7 EDUC 581-Small groups activity en-us 2018-02-28 16:48:16 UTC 2018-02-28 22:52:38 UTC hello@padlet.com Part 7 & 8 https://padlet.com/mariseltc/sg120zjziyl7/wish/236709316 *It is crucial to involve students in the feedback process through self-assess and peer assess. 
*In order to monitor student understanding, self-assessment helps to put students in charge of their own learning. 
*Self-assessment tools can be a variety of tools, including technology, rubrics, and applications. 
*Students often benefit from structured, purposeful feedback.
*Comparing self-evaluation to other's feedback of the work sample. (Ex. self-assessment, peer assessment, and teacher feedback).
*Tips: 1) Keep language simple, 2) Personally relevant, 3) Modeling of objectives, 4) Periodic checks, 5) Content and objective alignment, 6) Use of exemplars, 7) Consistency and timing of feedback, 8) Multiple opportunities for success, 9) Incorporate technology.]]> 2018-02-28 22:41:40 UTC https://padlet.com/mariseltc/sg120zjziyl7/wish/236709316 Part 5 and 6 https://padlet.com/mariseltc/sg120zjziyl7/wish/236709588 Feedback should include both what is correct and what is incorrect. 

Feedback should be immediate when working on specific tasks. Feedback can be delayed when students are engrossed in larger tasks. 

Feedback should include next steps to help the student proceed. 

Feedback can be immediate during mini-sessions (5-15 minutes in frequent opportunities). it can help students gain confidence.

Immediate feedback helps with progression towards mastery.

Feedback should not be personal, but should be task-based. 

Using a rubric to describe levels of performance can assist students in meeting and exceeding goals.

If the student's performance is not correct, the feedback should be clear and goal oriented. It should also define how close a student is to the goal.

Teachers can also provide examples of high quality work.

Rubrics for skills and processes should be specific as to whether or the student's performance is accurate and can be done without error and with fluency.]]> 2018-02-28 22:43:17 UTC https://padlet.com/mariseltc/sg120zjziyl7/wish/236709588 Part 1 justine_m_rahn https://padlet.com/mariseltc/sg120zjziyl7/wish/236709993 Setting objectives guides the learning. Having students set goals and providing feedback through the process leads to success. Feedback should be ongoing and explicit. Questioning should be leading students towards their goals. Feedback should be given in a timely manor. ]]> 2018-02-28 22:45:18 UTC https://padlet.com/mariseltc/sg120zjziyl7/wish/236709993 Part 3 and 4 https://padlet.com/mariseltc/sg120zjziyl7/wish/236710021 Objectives should be explicitly stated and easy to find for all audiences.

Teachers must provide context for objectives within the scope of lessons and units.

Students should be allowed to have input on personalizing objectives to promote choice, control, and self-regulation.]]> 2018-02-28 22:45:26 UTC https://padlet.com/mariseltc/sg120zjziyl7/wish/236710021 Part 2 smw20 https://padlet.com/mariseltc/sg120zjziyl7/wish/236710144 There are four recommendations for setting objectives in the classroom: 
·      Set learning objectives that are specific but not restrictive. 

·      Communicate the learning objectives to students and parents. 

·      Connect the learning objectives to previous and future learning. 

·      Engage students in setting personal learning objectives. 

 
Unpacking Process: 
·      Generating the topic, instead of receiving the topic from the teacher. 

·      Understanding the procedure for writing a complete paragraph. 

·      Demonstrating the ability to write a complete paragraph that includes an introductory sentence, supporting sentences, and a concluding sentence, without the aid of sentence starters or similar assistance. 

·      Demonstrating the ability to establish and maintain coherence throughout a paragraph by aligning sentences with one another and to the topic. 

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