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Objectives and success criteria

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Objectives and success criteria

  1. 1. OBJECTIVE SETTING AND SUCCESS CRITERIA <ul><li>Learning Objective: </li></ul><ul><li>To identify opportunities for using learning intentions and success criteria in our own classroom. </li></ul><ul><li>To be able to identify and frame learning intentions and success criteria; and </li></ul><ul><li>To understand what learning intentions and success criteria are; </li></ul><ul><li>be able to identify and frame learning intentions and success criteria; and </li></ul><ul><li>Learning Outcomes: </li></ul><ul><li>By the end of this session, we will have: </li></ul><ul><li>understood the terms & the differences between them </li></ul><ul><li>achieved greater consistency in lesson planning through sharing learning objectives, learning outcomes & success criteria </li></ul><ul><li>improved lesson planning & clarity for pupils about: </li></ul><ul><ul><ul><ul><li>- what they are learning and why, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>- what is expected of them as an end product for assessment, & </li></ul></ul></ul></ul><ul><ul><ul><ul><li>- what the success criteria are – what will get good marks. </li></ul></ul></ul></ul>
  2. 2. Look at the different examples of lesson objectives and outcomes and discuss how effective they are.
  3. 3. <ul><li>In the beginning, there was ……... (Nothing much written …….. All in the head.) </li></ul><ul><li>Then there emerged … odd words (Macbeth Act 1 Sc 3) </li></ul><ul><li>Then there were aims & objectives (but no-one knew the difference) </li></ul><ul><li>And now………….. aims, objectives, learning outcomes, success criteria? </li></ul>
  4. 4. Objectives <ul><ul><ul><li>Teaching Objectives: Teacher language, from NC Frameworks or units of work </li></ul></ul></ul><ul><ul><ul><li>Learning Objectives: Pupil friendly language so they can understand and share responsibility for what they are going to learn </li></ul></ul></ul><ul><ul><ul><li>Learning Outcomes: End result, evidence that can be seen, assessed or measured (SMART like targets). </li></ul></ul></ul><ul><ul><ul><li>N.B. These can be expected (i.e. intended) or unexpected. </li></ul></ul></ul>
  5. 5. The Golden Rule = Consistency <ul><li>All teachers need to be consistent – </li></ul><ul><li>write up (or say) & explain </li></ul><ul><li>learning objectives, learning outcomes & success criteria </li></ul><ul><ul><ul><li>What we are going to learn in this lesson </li></ul></ul></ul><ul><ul><ul><li>What outcomes or end products are expected at the end – (these are likely to be assessed) & </li></ul></ul></ul><ul><ul><ul><li>The success criteria – what you expect in terms of quality - how pupils get good marks </li></ul></ul></ul>
  6. 6. Why Are Learning Objectives and Success Criteria Important? © PMB 2007 ‘ If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’ - (An Intro to AfL, Learning Unlimited, 2004) Learning Intentions ‘ What’ and ‘Why’ Success Criteria ‘ How to recognise success’
  7. 7. Sharing Learning Objectives © PMB 2007 <ul><li>Identify what pupils will be learning (We are learning to…). </li></ul><ul><li>Explain the reason for the learning (This is because…). </li></ul><ul><li>Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity. </li></ul><ul><li>Present these in language that pupils can understand. </li></ul><ul><li>Revisit the learning intention throughout the activity/lesson. </li></ul>
  8. 8. Defining the Learning Objective © PMB 2007 <ul><li>We are learning to… </li></ul><ul><li>- work effectively in groups. </li></ul><ul><li>- use evidence to draw conclusions. </li></ul><ul><li>- identify odd and even numbers. </li></ul>
  9. 9. Success Criteria <ul><li>Success Criteria </li></ul><ul><li>‘ How to recognise success’ </li></ul>© PMB 2007 Learning Objectives ‘ What’ and ‘Why’
  10. 10. Why Are Success Criteria Important? © PMB 2007 <ul><li>Improve understanding </li></ul><ul><li>Empower pupils </li></ul><ul><li>Encourage independent learning </li></ul><ul><li>Enable accurate feedback </li></ul>
  11. 11. What Are Success Criteria? © PMB 2007 ‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’ - Shirley Clarke
  12. 12. Benefits for Pupils (Findings from N.I. Teacher Researchers) © PMB 2007 ‘ Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’ ‘ We have given children the vocabulary to discuss their own work.’ ‘ Success can now be achieved by all, even the weakest children!’ ‘ Pupils are beginning to talk more about how they are learning rather than what they are learning.’
  13. 13. Benefits for Teachers (Findings from N.I. Teacher Researchers) © PMB 2007 ‘ Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’ ‘ I’m more sensitive to individuals’ needs/achievements.’ ‘ Relationships between teacher and pupils are warmer and more positive.’ ‘ My planning is more effective/focused/ thoughtful.’
  14. 14. Planning for Learning 1) Big Picture: The Purpose. What’s in it for everyone? Why bother? Where it fits? 3) Learning Objective(s): 1.To learn to… 2. To learn to… <ul><li>4) Learning Outcomes: </li></ul><ul><li>(specific, concrete and assessable - AfL) </li></ul><ul><li>By the end of this lesson, you will have: </li></ul><ul><li>read…. </li></ul><ul><li>discussed…. </li></ul><ul><li>completed… </li></ul><ul><li>written…. </li></ul><ul><li>(past tense e.g. created, designed, played, made, learned, understood) </li></ul>2) Grand Aim: What’s in it for them? The reward? Teachers need to share these throughout so pupils know the quality of what is expected of them - precisely what gets good marks. 5) *Success Criteria
  15. 15. What are these? Grand Aims, Learning Objectives, Learning Outcomes, Actions, or Resources? <ul><li>1 Grand Aim </li></ul><ul><li>5 Learning Objectives </li></ul><ul><li>4 Learning Outcomes (3 expected, 1 Unexpected) </li></ul><ul><li>1 Action </li></ul><ul><li>1 Resource </li></ul><ul><li>To learn how to check the rear view mirror </li></ul><ul><li>The Highway Code Book </li></ul><ul><li>Pass the driving test and obtain a driving licence </li></ul><ul><li>To learn to park in a marked space or bay </li></ul><ul><li>To learn how to reverse the car </li></ul><ul><li>Putting on the safety belt </li></ul><ul><li>Proper use of the rear view mirror </li></ul><ul><li>To learn about the importance of the Highway Code </li></ul><ul><li>Correct parking in a marked bay </li></ul><ul><li>Appropriate behaviour towards the examiner </li></ul><ul><li>To learn the road signs in the Highway Code </li></ul><ul><li>Correct execution of emergency stop </li></ul>
  16. 16. <ul><li>To learn how to check the rear view mirror - L Objective </li></ul><ul><li>The Highway Code Book - Resource </li></ul><ul><li>Pass the driving test & obtain a driving licence - Grand Aim </li></ul><ul><li>To learn to park in a marked space or bay - L Objective </li></ul><ul><li>To learn how to reverse the car - L Objective </li></ul><ul><li>Putting on the safety belt - Action or activity </li></ul><ul><li>Proper use of the rear view mirror - L Outcome (Exp) </li></ul><ul><li>To learn about the importance of the Highway Code - L Objective </li></ul><ul><li>Correct parking in a marked bay - L Outcome (Exp) </li></ul><ul><li>Appropriate behaviour towards the examiner - L Outcome (Unex) </li></ul><ul><li>To learn the road signs in the Highway Code - L Objective </li></ul><ul><li>Correct execution of emergency stop - L Outcome (Exp) </li></ul>What are these? Grand Aims, Learning Objectives, Learning Outcomes, Actions, or Resources?
  17. 17. 1) Big Picture: Lesson objectives and success criteria <ul><li>2) Aim: </li></ul><ul><li>Improved learning through the consistent use of objectives-led, outcome focused, lesson planning </li></ul><ul><li>3) Learning Objective: </li></ul><ul><li>To improve he use of lesson objectives through clearly defining & understanding the terms e.g. Aims, L Objs, L Outcomes etc. </li></ul><ul><li>4) Learning Outcomes: By the end of this session, we will have: </li></ul><ul><li>understood the terms & the differences between them </li></ul><ul><li>achieved greater consistency in lesson planning through sharing </li></ul><ul><li>learning objectives, learning outcomes & success criteria </li></ul><ul><li>improved lesson planning & clarity for pupils about: - what they are learning and why, </li></ul><ul><li> - what is expected of them as an end product for assessment, & </li></ul><ul><li> - what the success criteria are – what will get good marks. </li></ul>5) Success Criteria: To do well in this session… What will get good marks… 1. Listen to explanations 2. Join in discussions 3. Take in key points 4. Adjust Planning
  18. 18. Lesson Planning <ul><li>Look through your planner at the lessons you are teaching this week. </li></ul><ul><li>Use the table to help you plan your week’s lessons; </li></ul><ul><ul><ul><li>- lesson objectives </li></ul></ul></ul><ul><ul><li>- lesson outcomes </li></ul></ul><ul><ul><li>- success criteria </li></ul></ul><ul><ul><li>Swap your lesson planning with the person next to you ; </li></ul></ul><ul><ul><li>- they must look through them and annotate any changes they would make. </li></ul></ul><ul><ul><li>- Discuss this on your table </li></ul></ul>
  19. 19. Summary © PMB 2007 <ul><li>To take more responsibility for their own learning, pupils need to know: </li></ul><ul><li>what they are going to learn; </li></ul><ul><li>how they will recognise when they have succeeded; and </li></ul><ul><li>why they should learn it in the first place. </li></ul>
  20. 20. Summary © PMB 2007 <ul><li>Using Learning Intentions and Success Criteria: </li></ul><ul><li>creates more self-motivated pupils; </li></ul><ul><li>empowers pupils to become independent learners; </li></ul><ul><li>improves understanding; and </li></ul><ul><li>can help focus feedback. </li></ul><ul><li>This isn’t all new </li></ul><ul><li>but we need to be more systematic about using these approaches in our classrooms. </li></ul>

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