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Learning objectives & success criteria inset

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Learning objectives & success criteria inset

  1. 1. Effective use of learning objectives and success criteria Planning for learning
  2. 2. Aims of the morning • To identify effective ways of planning and sharing learning objectives with children. • To determine success criteria and consider how these might to be used to strengthen learning.
  3. 3. Definitions Learning objective What students will learn (lesson aim, lesson objective, learning goal, teaching objective, learning intentions, WALT) Success Criteria How students will demonstrate their learning (learning outcome, evidence, expected learning outcomes, criteria for achievement, lesson outcomes, WILF)
  4. 4. Effective use of learning objectives and success criteria Tip 1: Be clear about the distinction between learning objectives and success criteria • Learning objective: the ‘end’ or the ‘goal’ • Success criteria: • 1) The learning strategies or the ‘means’ • 2) The evidence of the success, or the ‘product’
  5. 5. Task • With a partner categorise the statements into learning objectives or success criteria Learning objectives: 1, 3, 4, 5, 7, 9, 11,12 Success criteria: 2, 6, 8,10
  6. 6. A word of warning... A common pitfall in the sharing of learning objectives is to identify what students are going to do, rather than what they are going to learn.
  7. 7. What makes a good learning objective? Tip 2: Make sure that the objective describes the learning and not the task For example: • We are learning to analyse... (knowledge) • We are learning to describe... (knowledge) • We are learning to assemble … (skills) • We are learning to challenge… (attitudes) • We are learning to characterise…(attitudes)
  8. 8. Review of planning • Review a selection of objectives below and sort into two columns: maintain and change • Compare with other groups.
  9. 9. Effective use of learning objectives and success criteria Tip 3: Separate the learning objective from the context • Examples: ▫ We are learning to recognise how our lungs work becomes:  LO: We are learning to recognise how the body takes in oxygen and removes carbon dioxide  Context: How the lungs work ▫ We are learning to paint the sea becomes:  LO: We are learning to employ colours to create an effective painting  Context: The sea
  10. 10. Break
  11. 11. Stems for writing success criteria What is the evidence that will demonstrate that the students have achieved the objectives? This can be accomplished by using stems such as:  What I am looking for is ……  What I expect from every one is……  To be successful you ………  Remember to…… Or by clarifying what is expected through the use of questioning:  To produce a good …….what do you need to do?  How will you make sure that….?  What do we already know that would help ….?
  12. 12. Differences in literacy and maths success criteria Recipe analogy - “making a cake” • Literacy – the ingredients that need to go into the cake • Maths – the method used to make the cake
  13. 13. Literacy = Ingredients Learning objective We are learning to … Write a story starter What will you need to do to achieve this? Success criteria Remember to :  describe the setting  describe the characters  explain the problem  use powerful adjectives
  14. 14. Maths = method Learning objective We are learning to … use a number line to divide (whole numbers without remainders) What will you need to do to achieve this? Success criteria Remember to: Draw a number line  Start from 0 and jump in steps of the number you are dividing by  Stop jumping when you reach the target number  Count how many jumps you did
  15. 15. Effective use of learning objectives and success criteria Tip 5...but avoid simply repeating the learning objective in the success criteria • Poor example: ▫ LO: To know what an angle is ▫ SC: We can recognise an angle ▫ Task: re-write this success criteria
  16. 16. Golden Rules  WALTs: few in number / not too long  WALTs: Precise and be about what is being learnt!  Both: Written from a pupil’s perspective in language that pupils can understand  Differentiated where possible: Bloom’s taxonomy  used to plan learning activities  Referred to explicitly in the plenary
  17. 17. • Focuses on a specific aspect of learning and does not just describe an activity • Includes an specific verb other than ‘to know….’ or ‘to understand….’ • Is accessible and understood by the learners • Is precise and concise • It is measurable – this is really important!

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