Lesson Planning 1 – setting objectives. Lesson Planning 1

Lesson Planning 1 – setting objectives.

Lesson Planning 1


Objectives of this lecture:

•To consider what pupils will learn during a lesson

•To write Learning Objectives (LOs) in a manner which is useful to both you and the pupils

•To consider what a learning outcome is and how it relates to a learning objective


What is an objective?

Ask yourself, what do you want the pupils to learn this lesson?

This is not the same as what you want them to do i.e. the learning activity

Example

I want the pupils to learn how to plan a fair test = Objective

The pupils are going to investigate the effect of temperature on enzyme activity=Activity


Learning activities

What the pupils physically do in a lesson can involve many different aspects of their learning.

You as the teacher have to decide where your learning focus is i.e. set the objectives for the lesson

This allows the pupils to understand what they are specifically learning that lesson.


For example:

Investigating the effect of temperature on the activity of an enzyme:

Possible learning objectives: To understand the effect that temperature has on enzyme activity To learn how to plan a logical method To learn how to work effectively as a group To learn how to select and use appropriate equipment To learn how to work safely To learn how to plan a fair test To learn how to select an appropriate range of the independent variable To learn how to ensure data is reliable To learn how to take accurate and appropriate measurements To learn how to manipulate data


To learn how to plot display data in an appropriate form To learn how to interpret data To learn how to spot anomalies To learn how to account for anomalies To learn how to write a conclusion To learn how to evaluate the experiment To learn how to apply scientific thinking to explain the results To learn how to apply experience to modify the method for future

experiments.

Etc …………………………………………………..


Setting appropriate objectives:


Rule 1

Make it simple:

We are following instructions to do an experiment to show where in the classroom we think there are the are the most and the least microbes

We are learning to write a prediction


Rule 2

Don’t have too many:

We are learning to write a prediction

We are learning to work safely with microbes


Rule 3

they are statements about what the pupils will learn rather than what they will do

So….. We are going to do an experiment to show that plants give off oxygen

during photosynthesisOr, alternatively….. We are learning to use equipment carefully and appropriately We are learning that plants produce oxygen as a product of

photosynthesis We are learning that the test for oxygen is the relighting of a glowing

spill


Rule 4

Objectives need to be written in language that the children understand

For example Year 7 pupils might be told that …

in this lesson you are going to learn how to compare different research methods in science.

When actually …….

In this lesson we will learn how to find out information using a book and computer.


It is important to remember that:

Objectives can be skills as well as just knowledge

It is good practice to have a mixture


Which of these are objectives?

To know how to evaluate the reliability of a set of data To create a model of an animal cell To know the characteristics of living things To understand the concept of electron shells and how this gives

elements a particular valency To draw and label a diagram of the eye To debate whether the greenhouse effect is responsible for changes

in global weather patterns To understand the main cause of Acid rain To complete activities 1b, 2c, and 3c from page 41 of your textbook To learn to interpret pie charts To improve our skills in using a thermometer


Framing learning objectives

The Key Stage 3 strategy suggests using WALT …

We Are Learning To …

so this might translate into …

We Are Learning To …

‘Find things out using a book and a computer.’

Framing your objectives in this way means that you have to think about exactly what you want pupils to learn.


So now ……

We are learning to evaluate the reliability of a set of data To create a model of an animal cell We are learning the characteristics of living things We are learning to understand the concept of electron shells and

how this gives elements a particular valency To draw and label a diagram of the eye We are learning to debate whether the greenhouse effect is

responsible for changes in global weather patterns We are learning to understand the main cause of Acid rain To complete activities 1b, 2c, and 3c from page 41 of your textbook We are learning to interpret pie charts We are learning to improve our skills in using a thermometer


Lesson outcomes

How do you know if the pupils have achieved the lesson objectives?

How do the pupils know that they have achieved the lesson objectives?

What evidence do you need to answer these questions?


Lesson outcomes

You need to make to clear to the pupils at the beginning what they

need to do/produce by the end of the lesson

e.g.

You will have written a prediction in your books

You will be able to answer the questions on the board about microbes

You will have produced a poster which shows the characteristics of

vertebrates


Framing an outcome

The Key Stage 3 strategy suggest using WILF …

What I’m Looking For …


So how about a WILF for our WALT?

We Are Learning To ………

1. find out information using a book and computer.

What I’m Looking For …

1. Is a sentence in your exercise book that tells me which research method you liked best.

2. Is a sentence that explains why you thought this method was the best.


Using success criteria for learning outcomes

How do the pupils know that they have successfully met the lesson

outcomes?


Lesson objective: We are learning to write a conclusion

Lesson outcome: To write a conclusion in your books

Success criteria: Have you described the effect that temperature has on enzyme activity? (ie.

The shape of your graph?) Have you pointed out any significant temperatures where changes in activity

occur? Have you used your scientific knowledge to explain your findings? Have you used key scientific words in your conclusion? E.g. Denatured, kinetic

energy, collisions, tertiary structure, lock and key?


Differentiation

The objectives and/or outcomes may not be the same for all pupils

e.g. WALT…. Apply our knowledge to decide an appropriate range of

temperatures to use during this experiment. WALT ….. Accurately measure temperatures during this experiment

using a thermometer WILF…. A justification for the temperature range used. WILF ….. Accurate measurements using a thermometer


Differentiation

The WALTs and WILFs may be the same but the success criteriadifferent.Higher ability Have you described the effect that temperature has on enzyme activity? (ie. The shape of

your graph?) Have you pointed out any significant temperatures where changes in activity occur? Have you used your scientific knowledge to explain your findings? Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy,

collisions, tertiary structure, lock and key?

Lower ability Have you said what happens to enzyme activity when you increase the temperature? Have you used your scientific knowledge to explain your findings? Have you used key scientific words in your conclusion? E.g. Denatured, kinetic energy,

collisions.


Summary.

WALT

•Keep to 1 -3 objectives

•Keep them written up where pupils can see them

•Refer to them during the lesson, ask, ‘have we met these yet?’

WILF

•Don’t just think about written outcomes

•Keep them written where pupils can see them


References

KS3 National strategy. Planning and managing progression in science. Department for education and skillshttp://www.nationalstemcentre.org.uk/elibrary/resource/5328/planning-and-implementing-progression-for-science-in-the-classroom-training-materials

Teaching and learning in secondary schools: Pilot (better known as the Ped Pack). Department for education and skills.Especially:Unit1 — Structuring LearningUnit 2 — Teaching ModelsUnit 3 — Lesson design for low attainersUnit 4 — Lesson design for inclusionUnit 11 — Active engagement techniques

http://webarchive.nationalarchives.gov.uk/20100612050234/nationalstrategies.standards.dcsf.gov.uk/node/97131


Science learning Objectives (National Archives)http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards.dcsf.gov.uk/node/110235

Bitesize

www.bbc.co.uk/schools/teachers/ks3bitesize/

Schemes of Workhttp://webarchive.nationalarchives.gov.uk/20090608182316/standards.dfes.gov.uk/schemes3/

Documents

Lesson Planning 1 – setting objectives. Lesson Planning 1