Setting Objectives and Providing Feedback

The last entry I would like to talk about what went on in my classroom was the setting objectives and providing feedback to my students. In my unit, my students got to do a wide variety of assignments and projects.
Throughout the entire unit, my students received worksheets to help cover the section that we went over. Everyday at the end of class, the students were able to work on their worksheets and have both teachers and textbooks as resources to help if they needed. The students also had seat work called Key Concepts which covers all of the important part of the chapter. The teacher allowed me access to the concepts before the unit and I told my students that all of my lecture and test questions come directly from these concepts and worksheets. The students had a great turnout and most of the students did all of the work. The students who completed all of the work also did extremely well on the test. In my 1st period class, I had a class average of 94.1% on the test. This was the greatest feedback a teacher could receive. I was more than proud of my students for doing well and I think the feedback is a direct reflection with that.
The students also had 2 small projects that had to complete. The students were more than willing to do a great job on the projects. The ones who took time to do well I felt got a great understanding of the underlying information that was presented to them. The students had to research a person, place, or object of the Holocaust and make a memorial for it. I had some outstanding results, one on which made a three dimensional menorah out of rusted nails. The other project I mentioned in my cooperative learning blog about the primary source document activity. The students were given objectives and goals throughout the unit and were provided feedback accordingly. This was a great classroom to be in to really learn the pros and cons of setting objectives and providing feedback.