OER4Schools/Learning objectives and success criteria: Difference between revisions

* using an '''assessment inventory''' as a self-assessment measure

* two AfL strategies that improve students metacognition and lead to better learning: sharing '''learning objectives''' and sharing '''success criteria'''

* activities covered in previous sessions that can be adapted for AfL e.g. magic microphone, concept mapping, talking points

|ict=In this session you will continue consolidating the ICT skills you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well.

{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started in the previous session. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.  If you have used Traffic Lights for assessment you can include that now.

It was mentioned in the powerpoint presentation last week that sharing learning objectives and success criteria are two AfL strategies.  We will now do an activity to illustrate these strategies.  After you complete each question, swap with your neighbour and assess each others attempt (peer assessment).

{{activity|ia|: Answering questions.|10}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.  

{{activity|stgw| in pairs: Peer assessment.|5}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

The questions are given below. Write each question on the blackboard or flip chart sheets and '''display them one at a time '''. Also read them out.  

* Question 2: We are learning to name parts of the body. For this please draw a child (do this again even though you did it already in question 1) and label parts of its body.

{{activity|wcd|: Whole Group discussion.|5}} Discuss:

Inform participants that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.

A '''learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.  (AfL Guidance (2007) KS 1-2, Pg 8)

 

 

* '''W A L T''' = '''W'''e  '''A'''re  '''L'''earning  '''T'''o... (learning objectives)

* '''W I L F''' = '''W'''hat  '''I''' 'm  '''L'''ooking  '''F'''or... (success criteria)  

 

{{activity|wcd|: on the similarities and differences between learning objectives and success criteria.|5}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

Mention these points if participants have not already mentioned them.  

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils." (AfL Guidance (2007) KS 1-2, Pg 8)

Remind the participants that one of the learning objectives for today’s session is to form learning objectives and success criteria.  Also draw to their attention the use of learning objectives and success criteria at the beginning of each session throughout the programme.

'''Points to remember for forming learning objectives:'''

** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) {{Zambia|we are learning names of Zambian provinces and their capitals.}}{{Kenya|we are learning names of Kenyan counties and their capitals.}}

** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in {{Zambia|Zambia}}{{Kenya|Kenya}}.

* Learning objectives specify learning. They do not specify the activity.

* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data.

* Learning objectives should be in simple language that students can easily understand.

* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (AfL Guidance (2007) KS 1-2, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming success criteria:'''

Your success criteria for forming learning objectives are:

Your success criteria for forming success criteria are:

{{:OER4Schools/ICT/include}}

{{fup|B}} Share with your class the learning objective and success criteria that you have formed in the session today. Consider using '''W A L T''' and '''W I L F''' to help your students get to grips with what is meant by learning objectives and success criteria.  Record your experiences on the dictaphone and upload onto the server.

 

{{fup|C}} Form learning objectives and success criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your learning objectives and success criteria for discussion in the next session.

 

{{fup|D}} Try out one or more of the adapted activities for AfL that we discussed today in Activity 6. Record your experiences on the dictaphone and upload onto the server.

 

{{fup|E}} ''Optional reading activity'' (if you want to go into the material covered in greater depth).  As there is a lot of material to cover we have suggested a way of doing so to reduce the burden for each individual.

Divide yourself into two groups (for practical reasons, choose members of these groups who can work together outside the workshop session if possible).  

* '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.

* '''Group Two''': Read pages 12 to 14 about success criteria from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}).

*'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.

*'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.

Thanks once again to Sue Swaffield (University of Cambridge) for the ideas we drew on in this session.