Marzano Strategy 7:

Setting Objectives and Providing Feedback

Madison Frederick, Angela Arredondo,
Ulises Aragon

What are Objectives?

Formulated goals that teachers share with their students so
they are aware of what direction their learning is going in
and what is expected of them.
A useful objective must be:
- student oriented
- descriptive of an appropriate learning outcome
- clear and understandable
- observable

What are Sub-Objectives?

Break down the general goal(s) into more specific,
observable objectives
Are aligned and logically sequenced to the lessons major
objective
Sub-objectives outline:
- The knowledge that students need to know
- The skills students need to be able to do
- The importance of students mastering the skill

Setting Objectives
Goals should not be too specific
- Should be easily adaptable to students' own objectives.
Provides students with a direction for their learning
Helps the teacher gear her lessons toward a specific goal

Keeps everyone on the same page so that the process runs

more cohesively and smoothly

Why are objectives important?

Specifies what a student should learn and master in a lesson
or unit
Provide specific requisites and ways to measure progress and
proficiency
Highlight what is important and outline imperative topics
Encourage reflection and proper academic development
When teachers have clearly defined objectives:
- better instruction occurs
- more efficient learning results
- better evaluation of students by instructor occurs
- students become better self evaluators

What is Feedback?
Any type of reaction (explicit, verbal, emotional, body
language) to a personal performance of a given task
Feedback is typically intended for improvement
Any communication that raises awareness of strengths and
areas of potential improvement

How do we use Feedback?

Communication of standards and correlation of responses
that essentially approach such standard
Verification of progression toward a goal or achievement

Provide motivation and encourage critical thinking

Promote the self analysis of misconcepted questions and
formulate a response that stems from previous learning
Advice, Praise, or evaluation

What is good and bad feedback?

Good

Giving immediate responses to questions or misconceptions

Returning graded exams the next day
Providing constructive criticism in a positive manner
Comment equally on strengths and weaknesses

Bad
Making personal comments
Writing comments on a paper that are more voluminous
than the paper itself
Speaking to students to avoid writing down or creating
PowerPoints
Deploying the same comments for all students

Lesson Plan
Objective:
Students will demonstrate analysis of Mendelian genetics by
completing a Punnett square activity.
Sub-Objectives:
SWBAT identify the genotypes of the individuals being
crossed in the Punnett square from a word problem.
SWBAT correctly fill out the Punnett square with the
genotypes.
SWBAT analyze the data in order to determine the ratio of
phenotypes that may be expressed in the offspring from the
cross.

Lesson Plan
Feedback:
Students will partake in a five question quiz that will
test their knowledge of mendelian genetics
Discrepancies between genotype and phenotype will be
explicitly answered by students
Students will complete a blank punnett square with a
simple cross.
Teacher will then review the exam and incorporate the
participation of students in order to answer the
questions

A male who is heterozygous dominant for black eyes (B) is crossed with a
female who has brown eyes (b). Fill in the Punnett Square below to
determine the ratio of offspring phenotype, and genotype.