![]() |
![]() |
![]() |
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.� � 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." � 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. � 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.
If you are uncertain about setting learning objectives, ask yourself:
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. � 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:
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. � |
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.
|
|
Learning environment - The big picture - Outcomes - Input - Activity - Demonstration - Review |
|
� | � |