1. Task: Place the symbols into categories
Qwertyuiop Asdfghjkl Zxcvbnm,m 1: 2: 3:
Discuss in pairs: What did you learn from this task? 4:

2. Why, then, is sharing learning objectives important?
To understand how to encourage students to think carefully about their learning and progress.
I know a number of ways of sharing learning objectives.
I can understand how the SOLO taxonomy can be used to narrate and track progress.
I can apply what I have learnt to my own subject plan a mini-lesson.
Discuss in pairs:
In the context of the learning objective, what did you learn from the task?
Why, then, is sharing learning objectives important?

3. I know a number of ways of sharing learning objectives.
Why?
‘What is important is that there is a level of engagement with the learning objective from the outset of the lesson’ –Perfect Assessment for Learning, Claire Gatsby.
Engages the ‘Reticular Activating System’ in the brain; this helps the students to recognise what is important in the lesson more quickly and ensures deeper learning.

4. Sharing learning objectives
In pairs, discuss the method for sharing the learning objective that you have been given.
Answer the following questions:
What cognitive benefits would this have over simply telling students the objective?
What do you like about the technique?
What do you dislike?
How could it be improved?
Pairs: present the different methods to the rest of the group

5. To know...
To be able to...
What is it? Students have to use the words to formulate their own objective.

6. To be able to...
What is it? Students have to guess the objective from clues.
Dayo

7. Learning question:
What is dramatic irony, and how does this apply to Mr Birling’s character?
What is dramatic irony?
What do I need to know about the context to understand dramatic irony?
How does this apply to Mr Birling’s character?
What is it? Present the objective as a key question that needs to be answered, rather than as a statement of purpose.

8. Task: Rearrange the words in today’s learning objective into a hierarchy of importance
To understand how Birling is used as a symbol for the moral message of ‘An Inspector Calls’.
What is it? Students have to think for themselves about what matters within the objective.

9. SO THAT... Outcomes I can construct... I feel confident to...
Task: Come up with three reasons why you need to achieve this learning objective.
Outcomes
I can construct...
I feel confident to...
I understand...
I am ready to...
I can achieve...
I can perform...
Learning objectives:
To be able to write paragraphs that meet the band 5 criteria.
SO THAT...
What is it? Students have to think about reasons why the objective matters

10. To understand how to encourage students to think carefully about their learning and progress.
I know a number of ways of sharing learning objectives.
I can understand how the SOLO taxonomy can be used to narrate and track progress.
I can apply what I have learnt to my own subject plan a mini-lesson.

11. What do you know about

12. Read these 5 statements about what someone knows about X factor.
I can understand how the SOLO taxonomy can be used to narrate and track progress.
Write / Pair / Share
Read these 5 statements about what someone knows about X factor.
Which shows the deepest knowledge?
How are they different from each other?
How are they related to each other?
“I have never heard of the X Factor!! What channel is it on?”
“I know that Cheryl Cole used to be one of the judges..”
The judging panel consists of Gary Barlow, Kelly Rowland, Tulisa and Louis Walsh”
“Cheryl Cole got sacked from the X Factor because she fell out with Simon Cowell and that’s why Tulisa does it now – they wanted a young singer to replace her ”
“The judges in X Factor are similar to Roman Emperors watching gladiators fight and if they like them they will put their thumbs up to indicate they should survive. TV viewers are like the crowds hoping to see blood spilled or in this case, contestants humiliated.

13. I am not sure about X Factor
I have several ideas about X Factor. I can link them to the big picture
I have several ideas about X Factor. I can link them to the big picture and can look at these ideas in a new and different way
I have one relevant idea about X Factor
I have several ideas about X Factor
I am not sure about X Factor

14. I have several ideas about… Multistructural
Description
Level of thinking & learning
I am not sure about…
Prestructural
I have one idea about…
Unistructural
I have several ideas about…
Multistructural
I have several ideas about…I can link them to the big picture…
Relational
I have several ideas about…. I can link them to the big picture and look at these ideas in a new and different way.
Extended Abstract

15. What do you know about …? Task:
I can understand how the SOLO taxonomy can be used to narrate and track progress.
Level of thinking & learning
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
What do you know about …?
Task:
Pick a topic that you think you might be an expert in (examples: Computer games, your favourite sport, football team etc.,)
Be prepared to explain this to your partner at a particular level of the solo taxonomy.

16. To be able to create imagery in the style of C.S. Lewis.
I can define visual, kinaesthetic, auditory and olfactory imagery.
I can list the SOAPMAPS used by C.S. Lewis to create these.
I can create my own winter’s scene using four types of imagery.
Description
Level of thinking & learning
I am not sure about…
Prestructural
I have one idea about…
Unistructural
I have several ideas about…
Multistructural
I have several ideas about…I can link them to the big picture…
Relational
I have several ideas about…. I can link them to the big picture and look at these ideas in a new and different way.
Extended Abstract

17. To understand how to encourage students to think carefully about their learning and progress.
I know a number of ways of sharing learning objectives.
I can understand how the SOLO taxonomy can be used to narrate and track progress.
I can apply what I have learnt to my own subject plan a mini-lesson.

18. Planning a lesson Task:
I can apply what I have learnt to my own subject plan a mini-lesson.
Planning a lesson
Task:
Pick a learning objective that you have taught recently, or will teach in the future:
Create an A3 resource that allows you to:
Share the LO to encourage cognition,
Use SOLO taxonomy to encourage students to reflect on their progress.

19. To understand how to encourage students to think carefully about their learning and progress.
I know a number of ways of sharing learning objectives.
I can understand how the SOLO taxonomy can be used to narrate and track progress.
I can apply what I have learnt to my own subject plan a mini-lesson.

20. 1 thing you are going to do in the next few days
Plenary
3 things you have learnt today
2 things that you want to learn more about
1 thing you are going to do in the next few days