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OER4Schools/Learning objectives and success criteria: Difference between revisions
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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. | ||
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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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* 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 Learning objective on the blackboard at the beginning of a lesson or you may already be doing this. | 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. | ||
