Session Objective To understand how to set high quality learning objectives and learning outcomes. Session Outcomes By the end of this session you will … Know the difference between a learning objective and a learning outcome
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Session Outcomes By the end of this session you will …
Watch the video sequence 1a, (Pedagogy and Practice Teaching and learning in secondary schools Ref: DFES 0445-2004 GDVD) which shows the introduction to a lesson. Note how the teacher shares the purpose (learning objectives - WALT) with pupils. Can you suggest how the objective could be improved?
Note how she indicates what outcomes (WILF) she expects the pupils to achieve?.
What other assessment for learning tool does she employ to ensure a quality outcome?
Reflect on your own introductions to lessons: how do you communicate your objectives and expectations (outcomes) to learners?
Analyse your schemes of work. Do they identify clear learning objectives?
Are they precise enough or do they need refining?
Annotate schemes with improvements if necessary.
Learning objectives should use the following stems:
“WALT - We are learning to …..”Followed by:
E.g. We are learning to understand why the Berlin wall was built
Or use “By the end of this lesson (or sequence of lessons) you will know / understand / be able to / be aware of etc. …….”
know that …
understand how / why …
be able to …
be aware of ….
explore and refine strategies for ….
Learning outcomes should:
For top marksyou will need to solve the equations for all values of x and show clearly in your working how you reached your answers.
By the end of this lessonwe will be able to confidently discuss reasons why the Berlin wall was built from the perspective of both East and West. You will produce a piece of written work which will include ………
To be successfulyour group will have listed the pros and cons for each of the suggestions on the paper provided and be prepared to give feedback in 20 minutes.
What I am looking foris for you to set your conclusion out in three paragraphs:
the first will describe the pattern you found in your results;
the second will explain this, using the scientific ideas we talked about;
the third will state whether the hypotheses you investigated were supported or not from the evidence.
What I expect from everyoneis a description of the events leading up to the Norman invasion in 1066. It should have three main parts:
an introductory paragraph to set the scene,
a description of events in chronological order and a closing statement.
A good one will contain ….
e.g.: "By the end of the lesson all of you will be able to……, most of you will be able to….. and a few of you may even be able to….." This sets a baseline for everyone to aim for, without restricting those students with special aptitude. Encourage students to set the appropriate target for themselves.
High order thinking and challenge
Low order thinking and challenge
It may be appropriate to demonstrate the skill the students are working towards.
It may be appropriate to show them examples (e.g.: a dovetail joint, a web cam image of a good piece of written work etc.) If these examples have been made by other students (e.g. last year's Year 7 class), it reassures the students in the class that the outcome is within their reach.
Help students get a sense of excitement about what they are learning. Doing so can create a sense of achievement and instil a sense of personal pride. Enthuse students by telling them:
How they will feel?
How this is going to benefit them immediately and in the long term?
What opportunity there will be for them to demonstrate or use what they have learned?
Remember that boys in particular will respond to a sense of challenge. Set them a target or a time limit. Better still, encourage them to set themselves targets.