2 Objectives of this lecture: To consider what pupils will learn during a lessonTo write Learning Objectives (LOs) in a manner which is useful to both you and the pupilsTo consider what a learning outcome is and how it relates to a learning objective
3 What is an objective?Ask yourself, what do you want the pupils to learn this lesson?This is not the same as what you want them to do i.e. the learning activityExampleI want the pupils to learn how to plan a fair test = ObjectiveThe pupils are going to investigate the effect of temperature on enzyme activity=Activity
4 Learning activitiesWhat the pupils physically do in a lesson can involve many different aspects of their learning.You as the teacher have to decide where your learning focus is i.e. set the objectives for the lessonThis allows the pupils to understand what they are specifically learning that lesson.
5 For example:Investigating the effect of temperature on the activity of an enzyme:Possible learning objectives:To understand the effect that temperature has on enzyme activityTo learn how to plan a logical methodTo learn how to work effectively as a groupTo learn how to select and use appropriate equipmentTo learn how to work safelyTo learn how to plan a fair testTo learn how to select an appropriate range of the independent variableTo learn how to ensure data is reliableTo learn how to take accurate and appropriate measurementsTo learn how to manipulate data
6 To learn how to plot display data in an appropriate form To learn how to interpret dataTo learn how to spot anomaliesTo learn how to account for anomaliesTo learn how to write a conclusionTo learn how to evaluate the experimentTo learn how to apply scientific thinking to explain the resultsTo learn how to apply experience to modify the method for future experiments.Etc …………………………………………………..
8 Rule 1Make it simple:We are following instructions to do an experiment to show where in the classroom we think there are the are the most and the least microbesWe are learning to write a prediction
9 Rule 2 Don’t have too many: We are learning to write a prediction We are learning to work safely with microbes
10 Rule 3they are statements about what the pupils will learn rather than what they will doSo…..We are going to do an experiment to show that plants give off oxygen during photosynthesisOr, alternatively…..We are learning to use equipment carefully and appropriatelyWe are learning that plants produce oxygen as a product of photosynthesisWe are learning that the test for oxygen is the relighting of a glowing spill
11 Rule 4Objectives need to be written in language that the children understandFor example Year 7 pupils might be told that …in this lesson you are going to learn how to compare different research methods in science.When actually …….In this lesson we will learn how to find out information using a book and computer.
12 It is important to remember that: Objectives can be skills as well as just knowledgeIt is good practice to have a mixture
13 Which of these are objectives? To know how to evaluate the reliability of a set of dataTo create a model of an animal cellTo know the characteristics of living thingsTo understand the concept of electron shells and how this gives elements a particular valencyTo draw and label a diagram of the eyeTo debate whether the greenhouse effect is responsible for changes in global weather patternsTo understand the main cause of Acid rainTo complete activities 1b, 2c, and 3c from page 41 of your textbookTo learn to interpret pie chartsTo improve our skills in using a thermometer
14 Framing learning objectives The Key Stage 3 strategy suggests using WALT …We Are Learning To …so this might translate into …‘Find things out using a book and a computer.’Framing your objectives in this way means that you have to think about exactly what you want pupils to learn.
15 So now ……We are learning to evaluate the reliability of a set of dataTo create a model of an animal cellWe are learning the characteristics of living thingsWe are learning to understand the concept of electron shells and how this gives elements a particular valencyTo draw and label a diagram of the eyeWe are learning to debate whether the greenhouse effect is responsible for changes in global weather patternsWe are learning to understand the main cause of Acid rainTo complete activities 1b, 2c, and 3c from page 41 of your textbookWe are learning to interpret pie chartsWe are learning to improve our skills in using a thermometer
16 Lesson outcomesHow do you know if the pupils have achieved the lesson objectives?How do the pupils know that they have achieved the lesson objectives?What evidence do you need to answer these questions?
17 Lesson outcomesYou need to make to clear to the pupils at the beginning what theyneed to do/produce by the end of the lessone.g.You will have written a prediction in your booksYou will be able to answer the questions on the board about microbesYou will have produced a poster which shows the characteristics ofvertebrates
18 Framing an outcome The Key Stage 3 strategy suggest using WILF … What I’m Looking For …
19 So how about a WILF for our WALT? We Are Learning To ………find out information using a book and computer.What I’m Looking For …Is a sentence in your exercise book that tells me which research method you liked best.Is a sentence that explains why you thought this method was the best.
20 Using success criteria for learning outcomes How do the pupils know that they have successfully met the lessonoutcomes?
21 Lesson objective:We are learning to write a conclusionLesson outcome:To write a conclusion in your booksSuccess criteria:Have you described the effect that temperature has on enzyme activity? (ie. The shape of your graph?)Have you pointed out any significant temperatures where changes in activity occur?Have you used your scientific knowledge to explain your findings?Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy, collisions, tertiary structure, lock and key?
22 DifferentiationThe objectives and/or outcomes may not be the same for all pupilse.g.WALT…. Apply our knowledge to decide an appropriate range of temperatures to use during this experiment.WALT ….. Accurately measure temperatures during this experiment using a thermometerWILF…. A justification for the temperature range used.WILF ….. Accurate measurements using a thermometer
23 DifferentiationThe WALTs and WILFs may be the same but the success criteriadifferent.Higher abilityHave you described the effect that temperature has on enzyme activity? (ie. The shape of your graph?)Have you pointed out any significant temperatures where changes in activity occur?Have you used your scientific knowledge to explain your findings?Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy, collisions, tertiary structure, lock and key?Lower abilityHave you said what happens to enzyme activity when you increase the temperature?Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy, collisions.
24 Summary. WALT Keep to 1 -3 objectives Keep them written up where pupils can see themRefer to them during the lesson, ask, ‘have we met these yet?’WILFDon’t just think about written outcomesKeep them written where pupils can see them
25 ReferencesKS3 National strategy. Planning and managing progression in science. Department for education and skillshttp://www.nationalstemcentre.org.uk/elibrary/resource/5328/planning-and-implementing-progression-for-science-in-the-classroom-training-materialsTeaching and learning in secondary schools: Pilot (better known as the Ped Pack). Department for education and skills.Especially:Unit1 — Structuring LearningUnit 2 — Teaching ModelsUnit 3 — Lesson design for low attainersUnit 4 — Lesson design for inclusionUnit 11 — Active engagement techniques
26 Science learning Objectives (National Archives)http://webarchive BitesizeSchemes of Workhttp://webarchive.nationalarchives.gov.uk/ /standards.dfes.gov.uk/schemes3/
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