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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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'''Points to remember for forming learning objectives:''' | '''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. | ||
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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}} | ||
