Demi Spinelli

20 November, 2014
Professor Ayala
SED 464
Marzano Strategy Seven: Setting Objectives and Providing Feedback
In our project regarding Marzano's nine strategies, my group and I were assigned the seventh,
and possibly one of the most important, strategy. In this strategy, the focus is on the teacher providing
objectives and feedback to students. With both objectives and feedback being necessary in supportive
learning, however, it is the manner in which both are applied that make it truly effective.
The first method in our strategy which must be applied is setting objectives. Objectives, or
goals, are the basis for the rest of a lesson. By informing the student of the end goal, the journey to that
goal becomes more clear and defined. In doing so, a student also can focus on this goal, easing the
process and making work seem less daunting and more focused. While objectives can be narrow or
broad, when it comes to specifics, the more defined and narrow the objective, the more likely the
student is to be able to achieve it. Aside from the teacher's objective for the student, it is also important,
according to Marzano's strategy, for the student to also set a goal that they wish to achieve for
themselves. In doing this, self motivation and curiosity take the lead in driving a student to progress. In
our lesson as presented to the class, we displayed a KWL chart, where a student would, before
beginning a unit, ponder what they already know about the subject, what they want to know, and then a
reflection concluding the unit on what they learned. In this exercise it highlights the student's growth in
a way which they can see, rather than just simply finishing a unit with a large test and a grade. In
summation, having an objective, as well as including students in the thinking process will help them to
achieve their goal.
The next step of this process is feedback. Feedback is giving specific information about the
student's current behavior in order to help them continue in it or modify it. Research shows that

feedback in general produces positive results and fosters growth in a student's learning process, if
executed correctly. Feedback is a powerful tool when it is corrective in nature, is given in a timely
manner, and is specific to certain levels of knowledge. As discussed in class, rubrics are an effective
way to assist in feedback, as well as one on one meetings with students, and peer review. Having
students lead feedback sessions in a setting such as peer review gives them time to give constructive
criticism, as well as the exchange of opinion and discussion regarding certain topics. Growth in the
ability to take compliments and constructive criticism from peers will link their common goals and
enhance the process to achieving them.
Through our research and discussion on the strategy, my group and I found that it is
consistency, setting, and manner in which it takes place that primarily determine the effectiveness of a
teacher's feedback and objectives. With regularity, feedback does not seem unusual or forced and will
be a part of the process of learning for a student. When it is specific, it goes beyond just Nice job!,
and allows student's to be aware of specific strengths and areas that need attention. Additionally, taking
time to touch base with students, especially after a large project, paper, or report, this allows any errors
or mistakes to be clarified. Feedback given directly before or after a project will increase the likelihood
that students will correct the mistakes made before the following one.
In our presentation, we linked the method with a lesson based on analyzing historical events,
research, and comparing and contrasting. Through our lesson, we provided a rubric, as well as areas for
peer review, and teacher review before final submission. With these elements present, it enables
objectives to be clarified for students, and feedback to be a substantial part of the revision process. By
inlcuding these key elements of our strategy into our lesson, it eliminates the possibility of students
turning in a product that is completely off base, and increases the likelihood that they will learn the
objective set out for them to learn.
Overall, analyzing and applying this strategy helped us see how to incorporate it into our
lessons, as well as the importance of doing so. It is through student goal setting and feedback that

students will all stay on the same page and reach the objectives we as teachers set out for them.

Direct instruction

Teacher(s): Miss Abraham, Miss

Goodman, Miss Spinelli
Standard(s):
SS7 Strand 1: PO 4.
Formulate questions that
can be answered by
historical study and
research.
SS7 Strand1: PO 7. Analyze
cause and effect
relationships between and
among individuals and/or
historical events.
Objectives (Explicit):
The students will demonstrate
Understanding by analyzing the
Gettysburg Address and
addressing controversial
subjects in todays society by
creating their own speech.
Evidence of Mastery
(Measurable):
The students will be graded through
a rubric. The students will have to
include 5 points of information in
their speech and the students will be
graded on the points and if they are
included in their addresses. The
students who are not presenting will
grade the groups based on how they
thought their speech went and the
classes grade will average out with
the teachers grade for the group.
Sub-objectives, SWBAT
(Sequenced from basic to
complex):

Get into groups of 4

or less (Students will have
the option to choose their
groups for this assignment)

Students will create

their own Gettysburg
Address that is geared
towards a controversial

Subject: 7th Grade Social Studies

subject in society today.

Key vocabulary: Speech,
Gettysburg Address, Terrorism,
Americas Involvement in other
Countries, The Role of the
Government, Education in the
United States, National Airport
Security, Healthcare in the United
States
Opening (state objectives, connect
to previous learning, and make
RELEVENT to real life) The
students will be involved in this
assignment and because of that, this
assignment is relevant. The students
know that Presidents create
inaugural addresses, so they are
going to create their own. The start
of the first class will begin with a
discussion about addresses and what
they mean to the presidents as well
as other topics that can be addressed
and by who.
Instructional Input

Guided Practice

Materials/Technology Resources
to be Used:
Large pieces of Butcher Paper, Pens
and Markers, History Textbook,
Search Engines for information,
Paper for Speech

Teacher Will: The teacher will read

the Gettysburg Address to the
students. The teacher will also let
the students know that they will be
creating their own speech that will
address a topic in todays society.
Co-Teaching
Strategy/Differentiation
The students who need additional
instruction will have a copy of
another students speech from a
previous class. These students will
be able to look over their peers
speech so they can further
understand the information that is
given during their assignment.
Teacher Will: The teacher will
hand out a copy of the Gettysburg
Address to the students. The
students will be instructed to read
the Address together by popcorn
reading.

Student Will: The students will

listen to the instructor and sit
quietly.

Student Will: The students will

popcorn read the sentences in the
Gettysburg Address and circle any
unknown words. They will
underline words they have interest
in and would like to include in their
own speeches.

Independent Practice

Closing/Student Reflection/Reallife connections:

After the lesson, the students will
recognize how addresses and
speeches can be created. The
students will address relevant topics
in todays society, so they have the
opportunities to bring that new
knowledge home with them. The
students will be graded from the
teacher and their peers as well, and
the final grade will be an average
between the two grades.

Co-Teaching
Strategy/Differentiation: Students
who need accommodation after
guided practice will have the help
from their aid or other students.
Students who need accommodation
will be seated near other students
who are trusted to help them further
understand instruction and
classroom work.
Teacher Will: During independent
practice, the teacher will walk
around and answer any questions
that the students may have while
reading silently more information
on the Gettysburg Address and their
own controversial issues in society.
Co-Teaching
Strategy/Differentiation
Students who need accommodation
are going to either work with their
aide that they have been working
with throughout the semester or
they can ask the teacher for more
help. Students can also use their
peers to assist them in their work
and instruction.

Student Will: During their

independent practice, the students
will read a section out of the book
that includes the reasoning and
effects of the Gettysburg Address.

Work Cited

"Instructional Strategies." Marzano Research. 1 Jan. 2014. Web. 20 Nov. 2014.

<http://www.marzanoresearch.com/instructional-strategies>.

Instructional Sites:
Rubistar
Rubrics.com
Quizstar
KWL chart:
http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html