Monday, 22nd September 2014

Lesson Planning 1: Objectives

What does the machine do?

• What do you notice?

• What questions are you asking yourself?

• What links can you make?

‘Why do we have aims and objectives for courses and lessons?’

Independent reading

• Read ‘Lesson objectives’ sheet.

• Identify aims and objectives in science lessons correctly

• Write objectives for specific activities in science lessons

• Carry out a range of observational strategies in schools

Learning Objectives

Activity 1

• In pairs, carry out Activity 1 (which are aims; which are objectives?)

• Feedback in 7 minutes

Activity 2 (listing verbs).

• Carry out the activity in pairs

Compare your verbs with those used in the National Curriculum.

EvaluationA* [L7/8]

[Distinction*]

Synthesis A/A* [L 6/7] [Distinction]

Application C/B [ L5 ]

[Merit]

ComprehensionD/C [ L4/5 ]

[Pass]

Knowledge E/D [P to L4]

Arrange, assemble, Collect, Compose, constrict, create, design, develop, formulate, manage, organise, plan, prepare, set-up, written discussion of linked ideas

Apply, choose, demonstrate, employ, dramatise, illustrate, interpret, operate, practise, sketch, solve, use

Classify, describe, discuss, explain, identify, indicate, locate, recognise, report, restate, review, select, translate.

What happened after...?/ How many...?/ Who was it that...?/ Can you name the...?/ Describe what happened at...?/ Can you tell why...?/ Find the meaning of...?/ What is...?/ Which is true or false...?

Can you write a brief outline...?/ What do you think could of happened next...?/ What was the main idea...?/ Who was the key character...?/ Can you distinguish between...?/ What differences exist between...?/ Can you provide a definition for...?

Do you know another instance where...?/ Could this have happened in...?/ Can you group by characteristics such as...?/ What factors would you change if...?/ Can you apply the method used to some experience of your own...?/ From the information given, can you develop a set of instructions about...?/ Would this information be useful if you had a ...?

Which events could have happened...?/ How was this similar to...?/ What do you see as other possible outcomes?/ Why did ... changes occur?/ Can you compare your ... with that presented in...?/ Can you explain what must have happened when...?/ How is ... similar to ...?/ What were some of the motives behind...?/ What was the problem with...?

Can you design a ... to ...?/ Can you see a possible solution to...?/ If you had access to all resources how would you deal with...?/ What would happen if...?/ How many ways can you...?/ Can you create new and unusual uses for...?/ Can you write a new recipe/ method for a ...?/ Can you develop a proposal which would...

Is there a better solution to...?/ Judge the value of... / Can you defend your position about...?/ Do you think ... is a good or a bad thing?/ How would you have handled...?/ What changes to ... would you recommend?/ Do you believe?/ Are you a ... person?/ How would you feel if...?/ How effective are...?/ What do you think about...?

AnalysisA/B [ L6 ]

[Distinction]

Analyse, appraise, calculate, categorise, compare, contrast criticise, link discriminate, differentiate, distinguish, examine, experiment, question, test

Appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, select, support, value, evaluate, justify.

Process words High thinking order questions

Knowledge E/D [P to L4]

Arrange, define, label, list, memorise, order, relate, recall, state, reproduce, duplicate

Why use learning objectives?

Using learning objectives helps students develop a picture of what is expected of them from the learning.

“Many pupils do not have such a picture and appear to have become accustomed to receiving classroom teaching as an arbitrary sequence of exercises with no overarching rationale…When pupils do acquire such overview, they then become more committed and more effective as learners: their own assessments become an object of discussion with their teachers and with one another…”

Black & Wiliam (1998) P10

Clarifying terms

All these terms mean the same thing:

– Learning objectives

– Learning outcomes

– Learning intentions

Separating the learning objective from the context

If learning objectives are not written clearly the result may be:• a mismatch of lesson focus with activities• an inappropriate focus• awkward success criteria that don’t fit the learning.

By separating the learning objective from the context students can apply the skill or concept in a number of different contexts.

Examples of learning objectives with and without the context (Clarke, 2005)

Learning objective with context

Learning objective without context

Context or activity

To present an argument for and against vegetarianism

To present an argument including ‘for’ and ‘against’ positions

Vegetarianism

To produce a questionnaire about shopping patterns

To be able to investigate the distribution of an economic activity

Interviews with family about where they shop and how their shopping patterns have changed

To order numbers to 10

To order written numbers

Numbers to at least 10 using number cards

Clarke, S. (2005). Formative Assessment in Action: weaving the elements together.

Learning objectives: what students thought they were learning (Clarke 2005)

Learning objective with context

What students thought they were learning

Learning objective without context

What students thought they were learning now

To write instructions to make a sandwich

“I would learn how to make a sandwich”.

To write instructions (A sandwich)

“We would be learning to write instructions.”

To know why Samuel Pepys is important in understanding the events of the Great Fire of London

“We would be learning about what happened and what he wrote. We would also learn how to put a fire out”

To know how primary sources help us to find out about the past (Great fire of London, Samuel Pepys)

“We would learn to find out about how other people lived.”

From Clarke, S. (2005). Formative Assessment in Action: weaving the elements together.

Concept and knowledge learning objectives

Concepts are the big ideas that are explored over time. They need to be broken down when writing learning objectives so that learners can see how the day’s learning relates to the overall learning objective.

Learning objectiveTo understand the importance of a healthy diet.

The long-term over-arching conceptTo understand the importance of a healthy diet.

Its broken down version for todayTo understand the impact of protein.

The process involvedTo use information retrieval skills.

Success criteria – why are they important?

How do we know we have met the learning objective?

When success criteria are used …

• the learning becomes more explicit

• students can confirm, consolidate and integrate new knowledge

• future learning is scaffolded

• students can see what quality looks like.

What curriculum content do I want to deliver in this lesson?

How will I teach this? Which learning habits

will I be promoting?

Success Criteria – subject specific

Cross – curricular skillsDecontextualised Learning Objectives

“Planning and teaching with learning in mind!”

The split-screen approach to planning

Emotional

Sustaining concentration 

Making effective use of time 

Noticing details and nuances 

Overcoming frustration/difficulty

Cognitive

Questioning to get below surface

Making links between diverse experiences

Recognising relevance 

Imagining how things could be

Thinking rigorously/methodically

Generating hypotheses 

Using resources purposefully 

Socia

l

Working effectively with others

Listening to understand 

Empathising with other views

Picking up good habits from others

Working effectively alone 

Strategic

Planning learning in advance 

Monitoring their progress 

Making revisions/changes 

Distilling what they have learned & what they need to learn

Talking about how they have been learning

How will I teach this?

Which learning habits will I be promoting?

Context• Learning Objective

– How will I teach this? – Which learning habits will I be

promoting?

• Success Criteria– How will I plan for incremental thinking

skills?

Emotional

Sustaining concentration 

Making effective use of time 

Noticing details and nuances 

Overcoming frustration/difficulty

Cognitive

Questioning to get below surface

Making links between diverse experiences

Recognising relevance 

Imagining how things could be

Thinking rigorously/methodically

Generating hypotheses 

Using resources purposefully 

Social

Working effectively with others

Listening to understand 

Empathising with other views

Picking up good habits from others

Working effectively alone 

Strategic

Planning learning in advance 

Monitoring their progress 

Making revisions/changes 

Distilling what they have learned & what they need to

learn

Talking about how they have been learning

Use of AssPyr and CommWords.flipchart

Activity 3 (working out what objectives a lesson might have)

• Use ‘What are reactions? Year 9 lesson

• Suggest appropriate objectives

HABITS• Habits can be good or bad!• Do you teach the same way that

you were taught?• Who do you get feedback from?

• Identify aims and objectives in science lessons correctly

• Write objectives for specific activities in science lessons

• Carry out a range of observational strategies in schools

Learning Objectives