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OER4Schools/Learning objectives and success criteria: Difference between revisions
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OER4Schools/Learning objectives and success criteria (view source)
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, 11 years ago→Forming Learning Objectives and Success Criteria
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* revisit activities covered in previous sessions and think about ways of adapting them for use with AfL | * revisit activities covered in previous sessions and think about ways of adapting them for use with AfL | ||
|ict= | |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. | ||
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‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature. | ‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature. | ||
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. ( | 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. ( | '''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) | ||
Consider watching this short video if you are unsure of the differences between learning objectives and success criteria. The teacher in the video uses two acronyms for these: | Consider watching this short video if you are unsure of the differences between learning objectives and success criteria. The teacher in the video uses two acronyms for these: | ||
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* better able to take responsibility for their own learning. | * better able to take responsibility for their own learning. | ||
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." ( | 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) | ||
So, if pupils know what the goals are, they can be more active and proactive in reaching them. | So, if pupils know what the goals are, they can be more active and proactive in reaching them. | ||
{{ednote|text= | {{ednote|text= | ||
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 students working at a slower pace. 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 | 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|Zambia}}{{Kenya|Kenya}}''' 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 students working at a slower pace. 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 | ||
}} | }} | ||
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{{activity|otr|: Listening to some Zambian teachers reflecting on how they felt about sharing learning objectives with their students.|5}} | {{activity|otr|: Listening to some Zambian teachers reflecting on how they felt about sharing learning objectives with their students.|5}} | ||
We now listen to a clip that was recorded during an interview with a group of Zambian teachers that have been though the OER4 Schools professional development programme already. They have been asked by the interviewer if there are any new practices that they have learned through the programme they felt that they may not continue with in their own practice. | We now listen to a clip that was recorded during an interview with a group of Zambian teachers that have been though the OER4 Schools professional development programme already. They have been asked by the interviewer if there are any new practices that they have learned through the programme they felt that they may not continue with in their own practice. | ||
{{speechbubble|text=“I should just know those objectives as a teacher, but not necessarily telling them to say "today we are going to achieve these objectives".”}} | |||
'''Teachers interview - learning objectives''': | '''Teachers interview - learning objectives''': | ||
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{{activity|wcd|: on the pros and cons of sharing learning objectives and success criteria with your students.|5}} | {{activity|wcd|: on the pros and cons of sharing learning objectives and success criteria with your students.|5}} | ||
* What do you think about the point of view expressed in the audio clip? | * What do you think about the point of view expressed in the audio clip? | ||
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{{background|text = | {{background|text = | ||
'''Points to remember for forming | '''Points to remember for forming learning objectives:''' | ||
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.) | * Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.) | ||
** 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. | ** 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. | ** 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}}. | ||
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data. | ** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data. | ||
* Learning objectives specify learning. They do not specify the activity. | * 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. | * 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 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.” ( | * 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 | 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 | '''Points to remember for forming success criteria:''' | ||
* Success criteria relate to the specific activity | * Success criteria relate to the specific activity | ||
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points) | * Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points) | ||
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Display the following on the board or a flip chart sheet and read it aloud: | Display the following on the board or a flip chart sheet and read it aloud: | ||
Your success criteria for forming | Your success criteria for forming learning objectives are: | ||
* focus on learning | * focus on learning | ||
* one key aspect from knowledge, understanding or skill (understanding and skill preferred) | * one key aspect from knowledge, understanding or skill (understanding and skill preferred) | ||
* simple child-friendly language | * simple child-friendly language | ||
Your success criteria for forming | Your success criteria for forming success criteria are: | ||
* specific to the activity for achieving learning objective | * specific to the activity for achieving learning objective | ||
* detailed information about your expectation of students | * detailed information about your expectation of students | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{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|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 | {{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). | Divide yourself into two groups (for practical reasons, choose members of these groups who can work together outside the workshop session if possible). | ||
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CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment. | CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment. | ||
Thanks once again to Sue Swaffield | Thanks once again to Sue Swaffield (University of Cambridge) for the ideas we drew on in this session. | ||
{{activity summary}} | {{activity summary}} | ||
{{OER4S_NextSession}} | {{OER4S_NextSession}} | ||
