Research and Theory
According to Marzano, there are multiple objectives that must be utilized in the planning phase, often utilizing Understanding by Design increases student mastery at higher levels.
- Instructional Objective is the most specific of three types
- Must include: Performance, conditions, criterion
- Dimensions of Learning goals (See below for effect-size data)
- Goal Specificity
- Research shows that the more specific the goal, the more effective they will be for students.
- Marzano (2009) states, "He found an effect size of .50 [a 19 percentile point gain] for goal specificity, which supports the notion that more specific goals lead to higher achievement" (p. 4).
- PD IDEA: Teachers need training on writing goal specificity. This will be linked with unpacking standards discussed in the "Essential Question" section of this website and the UbD framework from McTighe and Wiggins. State and local standards are rarely specific enough for full classroom implementation, but rather serve as the springboard for goal writing.
- Research shows that the more specific the goal, the more effective they will be for students.
- Goal Difficulty
- Marzano (2009) states, "Students will perceive learning goals as more or less difficult depending on their current state of knowledge, their beliefs about what causes achievement, and their perceptions of their own abilities. Studies indicate that students are more motivated by goals they perceive as difficult but not too difficult" (p.6).
- The effect size for goal difficulty can be .82 for difficult versus easy goals, which can translate into a 29 percentile point gain (Marzano, 2009, p. 6).
- PD IDEA: Teachers must receive training on writing learning objectives at varying levels for the same class period and same subject. Only using one learning target per a class reduces the effectiveness in comparison to those with multiple levels to their learning objectives.
- Marzano (2009) states, "Students will perceive learning goals as more or less difficult depending on their current state of knowledge, their beliefs about what causes achievement, and their perceptions of their own abilities. Studies indicate that students are more motivated by goals they perceive as difficult but not too difficult" (p.6).
- Feedback (See below for effect-size data)
- Learning goals, once fully implemented in curriculum/scope and sequence documents, will further impact other aspects of the class. It will drive the types of activities implemented that lead to demonstration of mastery, but it also drives the feedback machine. Time is precious to teachers and while all educators know the value of feedback, it often becomes a struggle with the amount of time provided and the amount of students on the roster.
- Marzano (2009) states, "If goals provide clear targets for learning, then feedback may be thought of as information that facilitates the process of reaching those targets" (p.10).
- More systematic use of learning goals provides a more transparent approach to education. Now the teacher, parent, and student all better understand what the student is working toward in that class. Because of a clear path, the teacher and parent, not too mention the student through self-review, can provide feedback on where the student's current path leads them and how to adjust the course.
- Learning goals, once fully implemented in curriculum/scope and sequence documents, will further impact other aspects of the class. It will drive the types of activities implemented that lead to demonstration of mastery, but it also drives the feedback machine. Time is precious to teachers and while all educators know the value of feedback, it often becomes a struggle with the amount of time provided and the amount of students on the roster.
- Goal Specificity
PD OPPORTUNITY: IDENTIFYING QUALITY LEARNING OBJECTIVES
- Teachers could start by reviewing and critiquing collected learning objectives or daily goals from the school.
- I would do this without any given framework to see how teachers currently view quality learning objectives.
- Teachers receive list of specific and difficult learning objectives from the book and instructional coaches.
- Teachers use a guide or large poster paper to compare/contrast the goals they brought to those provided.
- Group discussion and mapping of the conversation
- Create digital version of agreed upon qualities of learning objectives to share and reference
Marzano, R. J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory.