Teaching Approaches/Learning objectives: Difference between revisions

Readers may find the file [[Sharing Learning Objectives and Outcomes]] particularly useful for thinking about their use of Learning Objectives.  Well written Learning Objectives may involve [[Teaching Approaches/Differentiation|differentiated]] outcomes, which highlight core concepts for pupils to engage with.  It is often useful to show students these objectives, so that they understand where they're at, and where they're going in their learning.  Teachers should consider whether the tasks they are setting and planning for will allow learning to occur, rather than considering what learning may occur from the tasks (although of course there is normally a bit of both).  It may be useful to think about particular 'Talking Points' around the learning objectives, [[Teaching Approaches/Questioning|questions]] that might be asked, and misconceptions to deal with.  

* there is a ‘no-hands’ approach to answering, where you choose the respondent rather than have them volunteer;

* ‘wait time’ is provided before an answer is required. The research suggests that 3 seconds is about right for most questions, with the proviso that more complex questions may need a longer wait time. Research shows that the average wait time in classrooms is about 1 second (Rowe 1986; Borich 1996).}}