1. Learning Objectives: Whybother? @Htleadteacher #whatsthepoint

2. The Big Objective:Your stepping stones to success are:Our bigger picture is: For all lessons in College to improvepresentation and application of lesson objectives (students) To understand why it is important to bother with objectives To Explain why objectives are important To summarise the best way of communicating objectives To demonstrate good practice in preparation for next session 3. So why bother? Here are your success criteria. Whos unhappy with theirlevel? Would it have helped to know what we wanted in thefirst place? So can we see the point of objectives? 3 456 7You have As in 3 but A completed A correctlyA fullydrawn the you have drawing with draw fishannotated outline started toall the main with all fish showingadd features features bodilygills, fins, featuresbubbles etc.further to within itsthe norm ofhabitatfins, mouth, eyes etc. 4. What the Objectives were for the lesson By the end of the lesson you will be able to: Draw and label a fish in its habitat Draw the outline of a fish Label the main features Illustrate the habitat for the fish 5. Have you ever had the following experiences 6. What we would expect from anobjective Think, Pair, Share. What worries you aboutlearning objectives orwhat questions do you openly want to ask aboutthem? 7. Different types of objectives OpenClosed Long-term Short-termDescribes skills where Describes skills orDescribes the over- Describes what they areeven if the successknowledge which arearching objective(s) fordoing this lesson.criteria is given to the closed - either right or the topic/SoW/time atstudents there will always wrong. All knowledge school.be a difference in quality Learning Objectives areof work produced.closedE.g. Be able to write aE.g. Be able to know the E.g. Be able to punctuate E.g. Be able to usepersuasive argument. key events of thecorrectly question marks gunpowder plot.You should have successYou should not focus You should always haveThis should be one bigcriteria to avoidwholly on these for allthe big picture and every objective which can beminimalistic approach. objectives lesson should be an over- split into differentiatedOnly if the success arching objective in itself piecescriteria are met can theobjective be ticked off(this can however beIts great because we know what we aredifferentiated by doing now and all my learning isoutcome)expanding Nine-Year-Old 8. But what language should I use? Jargon can get in the way of what you actuallywant the students to learn Always use student friendly language Do not use the word analyse if they do not knowwhat the word means Finding students focussing on the wrong aspectsis down to the objective being badly worded E.g.To investigate reactions of acids a studentwould focus on the reactions of acids part ratherthan the skill of investigation that is moreimportant for the future. 9. Your objectives should not just be aseries of tasks Carry out a practical Draw a graph Write a conclusion Investigate how temperature affects the reactionrate Clearly present data in an appropriate way toshow the trend Explain using science what the experiment hasshown 10. Dont give the game away You will know that Henry theVIII created the church ofEngland so that he coulddivorce his first wife. Look at the evidence to givethe reason why the church ofEngland was founded. 11. Mix knowledge and behaviour Outstanding lessons revolve around both context and skills Making sure that the objectives do not include the context or activity can have a dramaticimpact on teaching and learning The objective is what you want the pupils to learn i.e. To write a newspaper report To analyse data To be able to paint in the style of Monet The context is simply the activity or vehicle through which the learning objective will betaught i.e. To write a newspaper report About pollution in Hartlepool To analyse data In comparing the climate s of London and Cairo To be able to paint in the style of The scene of the local park Monet Problems arise when you mix the two together to make one learning objective the studentsfocus on the context not the transferable skill so if you make it clear which are the actualobjectives and which are the context they can understand how they are transferring skillswithin and across subjects. 12. Reflection throughout You lesson should feature multiplenaryopportunities to allow for Assessment of progress Correct any misconception Allow those that have got it to move on On a post-it reviewRecap State how the success is linked to levelsLink where they are to thenext objective and how they are using what theyhave done 13. How important are the successI think successcriteria?criteria help mebecause I know In order to have maximum impact, success criteria what I need to do, and what I Need to be known in a basic form and by teachers first need to do to Should be the same for all learners in the class differentiation improve mythen occursown work. Eight-year-old Must be generated by pupils, or they have little meaning and less impact Can be used across the curriculum (and make that link teacher observation standards) Need to be constantly referred to by the pupils and seek guidance Again One success criterion can be used as the focus for a lesson, broken down into further success criterion Again It needs to be part of a bigger picture in defining quality 14. Link to Objectives Prezi 15. Your task for a follow-up You will now have some time to develop some best practice whenlooking at objectives. What we would like you to do is to work on the computers to look atyour lessons next week and to use the information to create objectives: With clear language; That are not muddled with the context; Which have an overarching lesson objective; Which when you split the objectives they are not just a series of tasksbut they develop the learner for a deeper outcome; That are based around a success criteria; That are given a space at key points in the lesson to reflect upon; And that are delivered in a way that you havent delivered thembefore. When we meet again we can then discuss your thoughts on variousimpacts, successes and areas for development and share good practice. 16. Round-up/Plenary Give your learning to day a mark out of 5 5 / 5 is fully understood and completed allobjectives 1/5 is made no progress towards objectives Give a next step target. ObjectivesGolden Rule 3 Golden Rule 2 Golden Rule 1 Always develop theNever prioritise objectives ratherUse simple context overthan having separate languagetasks skills 17. Further Research Suggested Books - Active Learning through formativeassessment Shirley Clarke, Evidence-Based Teaching Geoff Petty The lazy Teachers handbook JimSmith Feedback to us - @Htleadteacher#whatsthepoint