Lesson objectives and success criteria Making learning clear

Revisiting learning objectives The learning intention (or objective) for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to • know • understand; and • be able to do as a result of the learning and teaching activities. • The learning intention emphasises what the students will learn, rather than what they will do.

Three questions to ask The design of learning objectives starts with the answers to these questions. • What do I want students to know? • What do I want students to understand? • What do I want students to be able to do?

Some examples • See Handout 1 – Note the difference between Knowledge and Understanding. Self reflection – -do my Learning objectives cover the 3 areas consistently -do my learning objectives assist the students to ‘reflect’ on their learning -complete the SWOT analysis Share your ideas with the group

Success criteria The success criteria help teachers and students to decide whether they have in fact achieved the learning intention. How will I know whether I've achieved the learning intention?

Example of success criteria A series of dot points might be used to list the success criteria for solving a maths problem. For example, You will • provide a written summary of the problem in your own words • use an appropriate strategy • explain the process used or the working out • have an accurate answer, which uses correct terminology • provide evidence of having checked the answer

Rubrics • For lengthy assignments or rich assessment tasks, teachers often use rubrics which will provide students with the success criteria and also with descriptions of a number of different levels of performance in relation to those criteria.

Some online examples • http: //youtu. be/8 S 3 Mu. Id. H 14 s • https: //www. youtube. com/watch? v=_1 G 9 PV 2 Wiw 8 from 8: 18

Designing Rubrics • Rubrics take many different forms. The important thing is that the purpose of the rubric remains the same: it is used to make levels of performance explicit for both teacher and student. • The first step in designing a rubric is to identify the skills, knowledge and understanding that the teacher wishes the students to demonstrate. These become the success criteria. • For example: An ability to … Knowledge of … Understanding of how/why/the ways in which … • The next step is to decide how many levels are to be described and then to write the performance descriptors for each of those criteria. • Some people find it easiest to start with the medium level, which should represent a satisfactory level of performance, and proceed from there to write the higher and lower level descriptors.

See Handout 2: Creating Success Criteria or Assessment guides We need to let students into the secret, allowing them to become insiders of the assessment process. We need to make provision for them to become members of the guild of people who can make consistently sound judgments and know why those judgments are justifiable. Spend some time reading through handout 2 - look at the different types and purposes of the examplesdiscuss the success criteria. What do you noticewhat would you do the same or do different?

NEXT TPL sessions on Success Criteria • • We will have a go at designing our own success criteria We will look at how to give effective teacher feedback Big writing feedback on cluster 9; week ? Peer feedback and Student self assessment

Designing success criteria First we use curriculum documents to decide what we need to teach • https: //www. youtube. com/watch? v=BUz 3 e. RJe 4 r 8 Shakey video but good content Uses 3 levels All Most Some https: //www. youtube. com/watch? v=jlc. SQLnc 0 ps Papakura HS – learing intentions garden https: //www. youtube. com/watch? v=Ng. I_5 u z. VOts VCOP lesson with success criteria https: //www. youtube. com/watch? v=c-JLj. V 3 UZ 84