Effective use of Learning objectives and success criteria • My lesson objective is for the whole school to have a consistent approach to sharing learning objectives with it’s classes.

•

Success criteria

All staff need to use WALT in every lesson this year. • Sharing ways of using plenaries to ensure that the whole class take part and have learnt something from your lesson.

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Learning objectives

• Both teacher and student about what is being learnt.

need to be clear • Don’t confuse the objective with the task. So what's the difference?

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• The learning objective is what you want the students to learn or understand.( How is this relevant to the NC levels or GCSE Grade boundaries) • The task are the activities the student will carry out to learn.

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Can your students answer the following questions?

What am I learning?

Why am I learning it?

How can I learn? ( Process) How will I know I’ve learnt it? ( Product) A wheel of opportunities for a world of individuals

“ it.

For students to be able to take responsibility for their learning, both teacher and students need to be clear about what is being learnt, and how they should go about Students motivation improves, they stay on task, their behaviour improves and they are able to take more responsibility for their own learning” Absolum, M (2006) A wheel of opportunities for a world of individuals

What do we mean when we talk about WALT and WILF?

WALT refers to "We are learning today..." and WILF stands for the phrase "What I am looking for..." Reference to WALT and WILF was introduced in primary schools as a way to communicate to children what the learning objectives for a particular lesson are, and what things the teacher will be looking for in a piece of work or during an activity. We shouldn’t expect students to second guess the purpose of the lesson A wheel of opportunities for a world of individuals

• WALT We are Learning today “ Aim” of the lesson “ Skill” being learned “Topic” being covered A wheel of opportunities for a world of individuals

• WILF What am I looking For Learning outcomes Focus on assessment Particular things students need to focus on A wheel of opportunities for a world of individuals

• It is vital that teachers are aware that simply writing objectives on a board (or even asking students to copy them down) does not mean that they have been shared. Sharing objectives can only be successful if students have thought about them and understand what they mean.

• Provide assessment or success criteria for significant piece of work.

• Dig out some old exam essays or exemplar work from students tippex name out.

• Refer to pupils targets and attainment helping them to understand what they need to do to get to the next level.

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• Estyn will look at plenaries and they can be the least successful part of the lesson. If it’s you just telling them what they have learnt.

• To get Excellent is for the pupils to tell you what they have learnt and actively participating in reminding themselves and others in the room what they have accomplished.

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AF1 – write imaginative, interesting and thoughtful texts

Level 5 Level 6

relevant ideas and materials developed with some

imaginative detail

imaginative treatment of all appropriate materials

Level 5 Level 6

Examples:

–

The scissors was blue like the sea.

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Examples:

– – The scissors sounded like the soundtrack to a horror movie as they cut through thin air. It felt like my fingers had been handcuffed for a crime they didn’t commit. A wheel of opportunities for a world of individuals

Sensory Language Language that uses words from the five senses Sight Smell Touch Sound A wheel of opportunities for a world of individuals Taste

Sensory Language

•You are about to see a series of images... •For each image, you must write two

sentences to describe what you see.

•Use at least two examples of sensory

language.

Sensory Language: Level 6 description

Using the picture to help you, write a short paragraph bringing the hotel room to life using all five senses.

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What have you learnt this lesson that can be linked to previous lessons?

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What were the key words used in this lesson – can you define them?

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Talk for 30 seconds about what has been learnt in this lesson.

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Think of a question relevant to todays lesson and ask one person in the class.

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Name three things you have learnt this lesson.

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What has been the most effective way you have learnt in this lesson?

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Say one thing you would like to study further after today’s lesson

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Hot Seat – you are the teacher… tell us what has happened in the lesson.

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Think of three main pieces of information from the lesson and put them in order of importance.

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Plenary

• Discussion in pairs what sort of plenaries are used in your classes that you feel have worked best .( Write these on yellow post its) A wheel of opportunities for a world of individuals

Pairs task

– Can you write a sample 5 min lesson plan including opportunities for mini plenaries and a final plenary for a lesson you will be teaching this week or next The big picture : How does the lesson fit into your scheme of work / topic? What knowledge are pupils coming to the lesson with already? What links have you made / can you make? Describe the lesson in 30 seconds!

Objectives : Your objectives for the current lesson. The arrow is just a visual reminder that your lesson is building on what’s gone before. I’d always try to incorporate at least 2 different leveled objectives – perhaps allowing students to choose their own.

Engagement : What’s the starter? How will you gain student attention at the start Stickability’ : What key point(s) do you want them to remember and bring back to the next lesson?

AfL : How will you assess where your learners are at during the lesson, so as to know how to take them where you want to go? What AfL strategies are you going to use? What key questions will help you to lure pupils into learning?

Key words : Plan what key-words you want students to learn. Differentiation / Groupings : Plan – at a glance – what activities you will provide for different abilities of student Learning episodes : What is going to happen in the lesson from start to finish? Identify as many opportunities for pupil-led learning as possible.

Literacy and Numeracy opportunity in activities highlighted A wheel of opportunities for a world of individuals

The BIG picture?

Solids, liquids and gases Stickability!

Pupils have just finished looking at atomic structure and bonding in chemistry

Differentiation

Provide a list of key terms only to José and Mafer Provide a writing frame for Pedro • • •

Objectives

State that substances are made up of tiny particles List the properties of solids, liquids and gases Explain the difference between solids, liquids and gases can be explained using the particle model Engagement?

Brainiac video of custard powder swimming pool vibrate, kinetic energy, compressed , diffuse, particle

along the way….

Activity 1:

Teacher

or Student Led?

Mini plenary: Teacher or

Student

Led?

Go outside and roleplay particle arrangement in solids liquids and gases Split pupils into teams Each member takes turns to narrate the roleplay Emphasis properties linked to structure Other members act and A wheel of opportunities for a world of individuals Draw particle diagrams of the 3 states of matter

A f L

Self assessment using rubric Differentiated questioning during roleplay Peer assessment during group work Activity 2: Teacher or

Student

Led?

Pupils brainstorm a list of key terms for each phase.

Pupils draw their own annotated particle model for each phase referring to the key terms Final plenary: Teacher or

Student

Led?

Pupils use the rubric to self asses s their diagrams Rubric will be set up to allow pupils to judge the grade their drawings would achieve

The BIG picture?

The 5 minute Lesson Plan Engagement?

Objectives

Stickability!

Differentiation A f L

Activity 1: Teacher or Student Led?

along the way….

Mini plenary: Teacher or Student Led?

Activity 2: Teacher or Student Led?

Final plenary: Teacher or Student Led?

Learning

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