What is in a name?

1
Learning context
What is in a name?
Expected or intended Learning outcomes
Learning objectives
Criteria for achievement
1. What the teacher intends the pupils to
learn. It should apply to all pupils in a class
and should be written in pupil speak. 2. How
the teacher wants achievement to be demonstrated,
expressed in pupil speak. There will be a range
of performance within a class in any lesson.
Teaching objective
Big picture
Lesson aims
Evidence
Learning goals
Lesson outcomes
Success criteria
Learning outcomes
2
Not written in pupil speak for purpose
Learning objective To understand how political,
social and technological factors led to the
stalemate on the Western Front WW1
Exactly what is required needs further teasing
out.

• Intended learning outcomes.
• On a concept map, most pupils will, make links
  between the political, social, and technological
  factors and explain those links.

• Some pupils will make a few links and begin to
  explain some of the links.

• A few pupils will more fully explain their many
  links.

Also see measuring impact sheet which
highlights how objectives should be shared with
pupils.
3
Writing learning objectives common stems

• By the end of the lesson pupils will
• Know that (Knowledge factual information, e.g.
  names, places, symbols, formulae, events).
• Develop/ be able to (Skills using knowledge,
  applying techniques, analysing information, etc.)
• Understand how/ why.. (Understanding concepts,
  reasons, effects, principles, processes etc.)
• Develop/ be aware of (Attitudes values
  empathy, caring, sensitivity towards social
  issues, feelings, moral issues, etc.)
• Learning objectives may also focus on how pupils
  learn ( e.g. to appreciate how peer assessment
  can help you to improve your work.)

4
Informs future planning
Sharp focus learning objectives outcomes
Pedagogic approaches Direct, Inductive,
Exploratory
Teaching strategies questioning, modelling
explaining Techniques Concept maps. Card sorts,
etc
Lesson design
Structure the lesson Starters, link to prior
knowledge the big picture, input, activity,
opportunities for AFL strong plenaries, link to
next lesson etc
Climate for learning appropriate challenge,
physical environment, risk taking environment,
learning styles.
Assessment for learning
Informs pupils individual targets
5
Lesson outline

• Starter Odd one out e.g.
• Womens rights, work force, Empire, Feedback
• Input Big picture, learning objectives /
  outcomes / link to starter. Questioning
• Activity Linked to prior knowledge Card sort
  reasoning / mini plenary.
• Modelling of a concept map.
• Activity Trial a concept within their experience
  peer assessment /feedback
• Demonstrate understanding completion of concept
  map
• Plenary Pupils explain concept maps / peer
  assessments.
• Extended questioning by teacher. Link to next
  lesson.