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Setting Effective Lesson Objectives
Setting Effective Lesson Objectives
Setting Effective Lesson Objectives
Setting Effective Lesson Objectives
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Setting Effective Lesson Objectives

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  • 1. Setting Lesson / Learning Objectives<br />Learning Objectives / Lesson Objectives<br />All Business & Economics Teachers aim to set challenging objectives linked closely to the activities being completed in the lesson. The Faculty uses Bloom’s Taxonomy ( a well known taxonomy of learning objectives designed to classify formsand levels of learning) to ensure each objective is designed to stretch and challenge students of all abilities. Examples of these are included below…<br />19050147320<br />-2672715396875<br />More detailed information about Bloom’s Taxonomy in practice and possible ways to use learning objectives in lessons is included overleaf…<br />Bloom’s Taxonomy in Practice – Example used helps students revise for GCSE Business and Economics….<br />Some guidelines for GCSE revision<br />in Business Studies & Economics<br />You need to think of the different levels of learning skills you are going to use in your GCSE examination papers. Remember, an examination paper is much, much more than a simple memory test. Below is a table to show the learning skills you will be expected to demonstrate alongside some examples; start from the bottom and work up!<br />Learning skillExample5. EVALUATIONIs Tesco too powerful? Should the Office of Fair Trading and the Competition Commission do something about it?4. ANALYSISWhat advantages and disadvantages might arise from Tesco having such a large share of this market?3. APPLICATIONTesco has more than 30% of the UK grocery market. What does this mean for that market?2. UNDERSTANDINGHow does having a large market share give a firm the power to control prices?1. KNOWLEDGEKey Term definition: “A monopoly is a business with a large enough share of the market to control prices or restrict supply.”<br />4071620206375As you ascend the learning skills column, you need to appreciate PERSPECTIVES. This means you have to look at problems from the different points of view of different STAKEHOLDER groups. That is what makes the Perspectives paper different from the Problem Solving paper. There will be a greater emphasis on questions which ask you to look at issues from a number of different points of view. Try it out on the examples above, especially in boxes 3, 4 and 5. <br />Thanks to Tony Drake for the above example.<br />Possible ways to use learning objectives in lessons<br />When sharing learning objectives with pupils, make sure that the pupils can see them throughout the lesson<br />Use learning objectives to connect the current learning with longer term objectives – ‘The Big Picture’<br />Give pupils opportunities to use the learning objectives during the lesson to assess how well they are progressing<br />‘What have you learned today?’ is a useful question to ask<br />Refer pupils back to learning objectives to encourage them to stay on task<br />When just about to approach a relatively ‘dull’ part of the scheme of work, use skills based objectives <br />Add an extra learning objective and ask pupils at the end of the lesson to identify which one has not been covered and how they know (a red herring!).<br />Incorporate a mini-plenary where pupils are asked to evaluate their progress towards the objectives part way through the lesson e.g. by showing thumbs up/fist of 5 etc.<br />Reveal the learning objectives later in the lesson rather than the start e.g. like science investigation <br />Ask the pupils to suggest what the learning objective is before revealing it (e.g. could be concealed beneath sugar paper). Discuss differences/commonalities.<br />Ask pupils to re-write the learning objective in a more pupil friendly style. Compare suggestions.<br />Distribute a range of learning objectives to pupils individually and, at the end of the lesson, ask them to work in groups to discuss who thinks that they have that lesson's correct objective in front of them and how they know.<br />Select 2 or 3 learning objectives for the lesson and ask pupils at the start of the lesson to vote for the one which they feel is the main class priority.<br />Incorporate one skills based objective e.g. a focus on collaborative group work. Encourage pupils to think about where else they have used/could use this skill.<br />Present the learning objective as a closed activity where pupils are encouraged to fill in the missing words before the completed learning objective is revealed.<br />Group construction of what next learning objective should be.<br />Thanks to Janine Carter for the above ideas / examples.<br />

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