Writing Learning

Objectives
By: Catherine Bautista
Cherry Sibug
DIT-1A
2017
 The Big Objective:
Your stepping stones to success are:

Our bigger picture is: For all lessons in College to

improve presentation 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
 So why bother?
Here are your success criteria. Whos unhappy
with their level? Would it have helped to know
what we wanted in the first place? So can we see
the point of objectives?
3 4 5 6 7

You have As in 3 but A A correctly A fully

drawn the you have completed draw fish annotated
outline started to drawing with all fish
add with all bodily showing
features the main features gills, fins,
features further to bubbles
the norm etc. within
of fins, its habitat
mouth,
eyes etc.
 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
Have you ever had the following
experiences
 What we would expect from an
objective
Think, Pair, Share.

What worries you

about learning
objectives or what
questions do you
openly want to ask
about them?
Different types of objectives
Open Closed Long-term Short-term
Describes skills Describes skills or Describes the over- Describes what they
where even if the knowledge which arching objective(s) are doing this
success criteria is are closed - either for the lesson.
given to the right or wrong. All topic/SoW/time at
students there will knowledge Learning school.
always be a Objectives are
difference in quality closed
of work produced.
E.g. Be able to write E.g. Be able to know E.g. Be able to E.g. Be able to use
a persuasive the key events of punctuate correctly question marks
argument. the gunpowder plot.

You should have You should not focus You should always This should be one
success criteria to wholly on these for have the big picture big objective which
avoid minimalistic all objectives and every lesson can be split into
approach. Only if the should be an over- differentiated pieces
success criteria are Its great because
arching objective in we know what
met can the we are doing now and all my
itself
objective be ticked learning is expanding Nine-Year-
off (this can
however be Old
differentiated by
outcome)
 But what language
should I use?
Jargon can get in the way of what you actually
want the students to learn
Always use student friendly language
Do not use the word analyse if they do not know
what the word means
Finding students focussing on the wrong aspects
is down to the objective being badly worded E.g.
To investigate reactions of acids a student
would focus on the reactions of acids part
rather than the skill of investigation that is
more important for the future.
Your objectives should not just be a
series of tasks
Carry out a practical
Draw a graph
Write a conclusion

Investigate how temperature affects the

reaction rate
Clearly present data in an appropriate way to
show the trend
Explain using science what the experiment
has shown
 Dont give the game away
You will know that Henry
the VIII created the church
of England so that he could
divorce his first wife.

Look at the evidence to

give the reason why the
church of England was
founded.
 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 dramatic impact 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 be taught i.e.

To write a newspaper About pollution in

report Hartlepool
To analyse data In comparing the climate s of London
and Cairo
To be able to paint in the style The scene of the local
Problems
of arise
Monetwhen you mix the two together to make one learning
park
objective the students focus on the context not the transferable skill so if
you make it clear which are the actual objectives and which are the context
they can understand how they are transferring skills within and across
subjects.
 Reflection throughout
You lesson should feature
multiplenary opportunities to allow
for
Assessment of progress
Correct any misconception
Allow those that have got it to move
on Recap
On a post-it review
State how the
success is linked
to levels
Link where they are
to the next objective
and how they are
using what they have
done
 How important are the success
I think
success
criteria help
criteria?
me because
I know what In order to have maximum impact, success criteria
I need to do,
Need to be known in a basic form and by teachers first
and what I
need to do Should be the same for all learners in the class
to improve differentiation then occurs
my own
work. Must be generated by pupils, or they have little
Eight-year- meaning and less impact
old
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
Link to Objectives Prezi
 Thank you
for
Listening