Monday, December 15, 2008

Setting Objectives

Research says goal setting ...
  • provides "a direction for learning"
  • establishes a focus and helps students ignore unrelated information
  • should be general and flexible rather than specific
  • needs to be personalized
  • clearly states performance expectations, required conditions and evaluation criteria.

    How do we ensure the participation and buy in of all stakeholders in clearly identifying goals and objectives? How do we ensure the success of all stakeholders?

    Word processing features allow us to create unit plans students can use to focus on lesson goals as well as overarching competencies. Students can create KWL charts to track their progress as they bring background knowledge to a new topic, identify what they need to investigate and evaluate what they have learned. Contracts and rubrics are easily created to communicate expectations using word processing or online tools.

    Graphic organizers can add flexibility to goal setting and provide a more appropriate format for visual learners. Students might make choices within specified parameters and/or use images to communicate. Organizers also provide structure for tracking progress and setting timelines to meet each expectation and master each concept. Technology based plans can easily be modified as the focus flexes to include more/less detail or adjust for individual needs/interests.

    Surveys and spreadsheets provide data collection components that can provide the information we need to personalize objectives making them more meaningful. Online surveys that include open-ended items are a wonderful way to access students' background knowledge and interests. Lessons can then be modified to address needs, clarify misconceptions and construct engaging activities.

    Blogs are another tool for maintaining focus and tracking progress. Each person can contribute their views, challenges and successes as the class strives to reach a goal. Blending perspectives helps everyone develop a broader vision and deeper understanding of the topic.

    Let's rethink the possibilities.

    Based on content found in: Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement written by Robert Marzano, Debra Pickering, and Jane Pollock Using Technology with Classroom Instruction that Works written by Howard Pilter, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski
  • 4 comments:

    Mrs. Edwards said...

    I did a presentation at my school last week using some of the things from the Integrating Technology book as a review of the High Yield Strategies that we have covered so far. I found lots of templates and graphic organizers that can be used with Inspiration or as a Word Document at this site: http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html

    Mrs. Edwards said...
    This comment has been removed by the author.
    Anonymous said...

    I agree totally with setting objectives or a purpose foro the assignment. Oftentimes I have found that when students know what I am looking for, it helps them stay focused and produce higher quality work.

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