Learning Objectives and Success Criteria

If learners are to take more responsibility for their own learning,

then they need to know;

1. What they are going to learn;

2. Why they should learn it in the first place; and
3. How they will recognise when they have succeeded.

An Introduction to Assessment for Learning, Learning

Unlimited, (2004)

Identifying what the students need to learn and sharing the objectives with the
students is essential. How can students learn effectively if they dont know what
it is they are learning?

Writing Learning Objectives: A Simple 3 Step Model

Step 1: Create a stem

Step 2: Add a verb an active verb

E.g. use

Step 3: Determine the actual knowledge/skills/outcome

E.g. use negative verbs
By the end of the lesson, you will be
able to use negative verbs.

Make sure the learning objective is specific and is a skill, and not an activity.
We are learning to do a crossword.
We are learning vocabulary related to the novel (by doing a crossword).

Writing Success Criteria: A Simple 3 Step Model

Success Criteria tell a student when they have achieved success. They show the
learning and thinking strategies required for success.
recognise the verb in a sentence
add the word not after the verb in a sentence
respond to questions using negative verbs

Sharing Learning Objectives and Success Criteria

Learning objectives and success criteria are only useful to the students if they
are shared.

You should:
use student friendly language;
display them on the board and share them verbally;
 check the success with the students during and at the end of the lesson.

Consider a lesson you are teaching today. What is the learning objective? Write
it below (make sure that it is a skill, and not an activity).
Write the success criteria to show the students will know if they are successful.

Learning Objective
By the end of the lesson you will be able to.

Success Criteria
You will be successful if you can

Learning Objectives and Success Criteria

Here are some learning objectives and success criteria for your reference. Try
completing the blank boxes.
 Learning Learning Objective Success Criteria Why?
Outcome By the end of the I will be successful if I Students need to
lesson you will be able can know.
to.
2.1 a/c prepare a set of notes take notes from how to find the
2.2 a/b/g/j for my argumentative website research information to
2.3 g essay identify appropriate understand or to
quotation with a note of back up a point of
the source view
notes include
information for both
sides of the discussion

1.1 a/b/c say what I eat for know and say the how to answer
breakfast words for breakfast questions and talk
foods about themselves
know and say the
questions to ask
about breakfast
foods
know how to create
answers using
questions as
sentence starters

2.2 b/c/d/i/j organise and interpret select a graphic organiser how to organise
2.3 d information using a appropriate for the task ideas in different
graphic organiser identify the essential ways/formats
information from the
text
insert information
selected into the
graphic organiser to
demonstrate
relationship between
the parts of the
information

2.3 a/f/i reorganise paragraphs explain and follow

to structure a narrative narrative story
story structure
check paragraph
detail for correct
sequencing of story
events

2.2 a/b separate fact from identify the relevant how to ask
3.1 c opinion in a media news questions to ask to questions to
story elicit facts separate fact from
read the text to opinion
answer the 5 W and
How questions
2.2 a/b demonstrate identify the difference how to ask
3.1 c comprehension of a between fact and questions to
factual text by writing 3 explanation or opinion separate fact from
facts about select facts from the text opinion
which are related to..
Grammar use question marks to identify positive how to use
a) 11v show surprise, doubt or sentences punctuation in
annoyance when add question marks to written text to
speaking or writing alter the meaning of a show emotion and
sentence enable clearer
ask the question using the communication
correct intonation for
surprise, doubt or
annoyance
 My Personal Action Plan
Name
Date

My goal is to

To achieve this I
will

What I did
(give details of your
actions)

What was
successful?
(give details and
examples)
What were the
challenges?
(give details and
examples)
Next, I am going
to
(create a new
personal action for
your next steps)
Learning in Groups

Why we should have students working in groups?

Students:
are social beings who like to do and talk as opposed to being passive and
isolated;
learn significantly more, remember it longer, and develop better critical-
thinking skills;
enjoy lessons more so they are more likely to attend classes;
develop social skills;
improve academic achievement. This is particularly noticeable with low-
achieving students;
are more engaged when working with each other than when working alone.

Different Groupings

1. A table group refers to the group students are seated in. Four is an
ideal size. In groups of four, pair structures can be utilised.
2. A shoulder partner refers to the person on either the right or left side of
a student.
3. A face partner refers to pairs facing each other in a table group of four.
4. Mixed Ability Groups: This should be the default grouping. In a
differentiated setting, the less able learn from the more able, and the
more able benefit from coaching their peers.
5. Ability Groups: It is not encouraged to have the students primarily
seated in ability groups. It is demotivating for less able learners. During a
lesson, when differentiated activities are used, the teacher may need to
move students into ability groupings. Again, they need to know how to
efficiently move in and out of this setting.
6. Social Groups: Sometimes, this is a desirable way for students to group,
especially if they are completing a task according to interest.

Cooperative Learning

Cooperative learning is a successful teaching strategy where students use a

variety of structured learning activities to improve their understanding of a
subject.
Students work in small, usually mixed ability, teams. Each student is responsible
for their own learning, and for supporting the learning of others. The teacher
becomes a facilitator.

Why should we use it?

Extensive research comparing cooperative learning with traditional classroom
methods shows that students who engage in cooperative learning:
learn significantly more, for a longer period of time, and develop better
critical-thinking skills;
enjoy lessons more so they are more likely to attend classes;
develop social skills;
improve academic achievement (this is particularly noticeable with low-
achieving students);
are more engaged when working with each other than when working
alone.
Cooperative Learning Structures

Structures are simple, step-by-step teaching tools designed to increase student

engagement and cooperation. Activities using these structures are non-
competitive.
The structures can be used at all grade levels, with any subject.

Further Research:
http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-
Structures-for-English-Language-Learners

Strategies for Managing a Differentiated Classroom

The Quiet Signal

1. Teacher raises hand silently;
2. Teacher prompts students to raise their hand by counting to 5 (once mastered
by students, this prompt may be removed);
3. Students raise their hand (ideally within 5 seconds of teacher raising their
hand);
4. Teacher proceeds teaching only once all students are quiet with their hand
raised.
The Quiet Signal quickly and effectively demands the attention of
participants, requiring a whole body response.
Response to the Quiet Signal needs to be effective within 5 seconds.
The Quiet Signal is used to get participants attention without having to
raise voices.
A Quiet Signal can take many different forms but it should be:
 quick
visual
time-saving
routine

Differentiated Lesson Plan: Writing

Lesson Plan

Subject: English Theme: Social Issues Skill: Writing Class:

Topic: Internet Date
Learning Standard Code: Moral Value:
2.3( vi ) Writing articles on specific areas Rationality

Learning Success Criteria Key Concepts/ Resources:

Objectives: I will be successful if I Key Vocabulary: Mini white boards,
By the end of the can Internet, differentiated texts,
lesson you will be draw on own advantages, speaking frame
able to source main knowledge for disadvantages
ideas on a topic ideas;
source ideas
through
reading texts ;
organise ideas
into a table;
select main
ideas from a
bank of ideas.
Lesson Outline Resource

Starter Say and write statement on the board: THE

INTERNET IS DOWN. What can you not do
today?
2 minutes to write ideas on mini
whiteboard.
On signal, show their boards. T identifies
key ideas from students and asks
students to expand.
 Main Activities Activity 1: mixed ability groups - 4 students
per group.
1. Students each write heading The
Internet and two
columns: advantages/ disadvantages.
2. On teachers instruction, write one idea
and pass
paper to person on left.
3. Continue for 5 minutes.

Activity 2:
1. Students jigsaw into four ability teams to
collect
ideas and evidence.
2. Conduct 10 minutes in jigsaw group.

Activity 3:
1. Return to home groups and report on
reading.
2. Each member has 2 minutes.
3. Add to the advantages and disadvantages
table from
Activity 1.
4. Identify a team lead to support less able
students in
group.

Plenary Think Pair Share:

Homework With partners - Think:
1. Choose the most significant advantage
and most significant disadvantage from
your list and say why.
2. Write on mini whiteboard. Pair/Share: 1
minute 30
seconds each to share ideas.
3. Speaking frame on board as choice In
my opinion the main advantage is
because Students coach partner if
required and give praise after contributing.

Homework Give choice:

Research internet advantages and
disadvantages and write notes.
Talk to parents/grandparents about
life before internet: notes of tape
recording.
Make up a song I love the internet -
in groups

Homework Activity: Choice Board

The choice board gives students the opportunity to demonstrate their learning
according to their learning preference. Students can choose one option.

CHOICE BOARD
Choose one activity to demonstrate your learning. You can work on your own or
in a group.

RESEARCH advantages INTERVIEW a INTERVIEW a

and disadvantages about grandparent or older grandparent or older
the internet and show on person about life before person about life before
a GRAPHIC the internet. Prepare a 2 the internet. Write a
ORGANISER. minute SPEECH. REPORT.

Create a SONG about Draw a CARTOON about Write a SURVEY finding

the Internet and be ready the Internet. out how many hours per
to present to the class. day they use the
internet. Present as a
GRAPH and write a
conclusion.