OER4Schools/Learning objectives and success criteria: Difference between revisions

* using an assessment inventory as a self-assessment measure

* two AfL strategies: sharing learning objectives and sharing success criteria

* activities covered in previous sessions that can be adapted for AfL  

|ict={{ OER4SchoolsWSInfo/ICT intro}}

* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad

{{ OER4SchoolsWSInfo/ICT intro students}} 

* you will ...

{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory that you started last week {{File|My assessment inventory.doc}}. 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.

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)

'''Success criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention. (Afl Guidance (2007) KS 1-2, Pg 12)

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)

The audio clip features teachers discussing about 'feeling uncomfortable' when sharing learning objectives with their students.  Whilst '''we acknowledge that sharing learning objectives with your students is not standard practice in Zambia''' there are very good reasons for doing so.  Students being aware of what they are expected to learn in a lesson is a step along the way towards them developing their understanding of what is involved in being successful.  By students taking greater responsibility for their learning they are improving their '''metacognition''' and this has been shown by numerous researchers to have a high level of impact on attainment, especially for low ability students.  The Education Endowment Foundation (EEF) has put together a toolkit currently covering 30 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost.  You will see from this that '''strategies that improve student's metacognition are highly effective at improving attainment for very little cost'''.  Ensure that participants have grasped this vital piece of information.  http://educationendowmentfoundation.org.uk/toolkit/approaches/into  

''“I should just know those objectives as a teacher, but not necessarily telling them to say "today we are going to achieve these objectives".”''

* Does the research evidence in favour of sharing learning objectives impact on how you feel about this?

Remind the participants that one of the Learning Objectives for today’s session is to form Learning Objectives and Success Criteria.

'''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) we are learning names of Zambian provinces 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.

* 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:

 

{{activity|dtgw| with ICT on various topics.|20}}

 

 

 

{{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"

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