Accelerated learning

Describe the anticipated outcomes

It is important that the teacher is clear about the learning objective of each lesson.� It is not enough to engage in an activity (however enjoyable) just because it keeps the class occupied for a lesson.�

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In its Key messages about assessment for learning document (part of the Key Stage 3 Strategy), DfES says that "Teachers should start with what they want the pupils to learn and then decide what strategies and activities will best enable that learning.� Planning should be learning led not activity led."

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The learning objective should be written clearly and simply and displayed for all to see throughout the lesson.� It is not always necessary (and may not be appropriate) for students to write this into their books.

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The learning objective should be phrased in simple terms.� It has been suggested that teachers enlist the help of the useful acronyms; WALT, WILF and TIB.

• "We Are Learning To ..." (the learning objective)

• "What I'm Looking For ..." (the assessment criteria - how will I know if I have achieved the objective)

• "This Is Because ..." (places this lesson into context)

If you are uncertain about setting learning objectives, ask yourself:

• By the end of the lesson, what will the students know? ... and how will this be demonstrated?

• What will they be able to do? ... and what new skill will they have acquired?

• What will they have made or done? ... and what will they have learned in the process?

It is quite acceptable (indeed, it is good practice) to differentiate the outcomes.� E.g.: "By the end of the lesson all of you will be able to xxx, most of you will be able to yyy and a few of you may even be able to zzz."� This sets a baseline for everyone to aim for, without restricting those students with special aptitude.� Encourage students to set the appropriate target for themselves.

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Help students get a sense of excitement about what they are learning.� After all, there are not many things that are as satisfying as mastering a new skill.� Doing so can create a sense of achievement and instil a sense of personal pride.� Enthuse students by telling them:

• How they will feel?

• How this is going to benefit them � immediately � and in the long term?

• What opportunity there will be for them to demonstrate or use what they have learned?

Remember that boys in particular will respond to a sense of challenge.� Set them a target or a time limit.� Better still, encourage them to set themselves targets.

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It may be appropriate to demonstrate the skill the students are working towards.

It may be appropriate to show them examples (e.g.: a musical composition, a dovetail joint, a still life sketch in the style of Cezanne, etc.)� If these examples have been made by other students (e.g. last year's Year 7 class), it reassures the students in the class that the outcome is within their reach.

Accelerated learning overview

Learning environment - The big picture - Outcomes - Input - Activity - Demonstration - Review