Writing Learning Objectives in Primary Science: Difference between revisions

|topic= Learning Objectives

|subject= science, primary, teacher education

|resourcenumber= TE0050

|Learning Objectives= By the end of the session you should<nowiki>:</nowiki>

# understand the rationale for Bloom's taxonomy.

# be able to identify, explain, and apply the levels of Bloom's taxonomy in relation to higher order questioning skills.

# have developed some strategies to relate questioning to the curriculum, and progression in science – relating questioning to vocabulary, communication of ideas, varying activities, learning objectives and so on.

# have considered the ways questioning can be used to differentiate

# have considered ways to express objectives on lesson plans

|content= The resource first provides a description of the development of Bloom's taxonomy, before breaking this down with examples. There are then some suggestions for how these might be expressed in lesson objectives, and some keywords to use/avoid.  A brief set of prompts for thinking about planning for differentiation is provided before a medium-term planning discussion sheet to use when considering unit Schemes of Work/lesson plans.

|related resources= [[Primary Science investigation]] [[Questioning Techniques in Primary Science]] [[Differentiation]] [[Developing Progression in Primary Science]] [[Developing Language in Primary Science]] [[Progression & questioning techniques in primary science projects]]

|resources= [[file:Writing Learning Objectives in Primary Science.doc]]