Effective use of Learning objectives and success criteria My lesson objective is for the whole school to have a consistent approach to sharing learning objectives with it’s classes. Success criteria All staff need to use WALT in every lesson this year. Sharing ways of using plenaries to ensure that the whole class take part and have learnt something from your lesson. Rita Parsons Inspirational teacher Reminded me of why I came into teaching to make a differance

Learning objectives Both teacher and student need to be clear about what is being learnt. Don’t confuse the objective with the task. So what's the difference? A wheel of opportunities for a world of individuals

The learning objective is what you want the students to learn or understand.( How is this relevant to the NC levels or GCSE Grade boundaries) The task are the activities the student will carry out to learn.

Can your students answer the following questions. What am I learning Can your students answer the following questions? What am I learning? Why am I learning it? How can I learn? ( Process) How will I know I’ve learnt it? ( Product)

“ For students to be able to take responsibility for their learning, both teacher and students need to be clear about what is being learnt, and how they should go about it. Students motivation improves, they stay on task, their behaviour improves and they are able to take more responsibility for their own learning” Absolum, M (2006)

What do we mean when we talk about WALT and WILF? WALT refers to "We are learning today..." and WILF stands for the phrase "What I am looking for..." Reference to WALT and WILF was introduced in primary schools as a way to communicate to children what the learning objectives for a particular lesson are, and what things the teacher will be looking for in a piece of work or during an activity. We shouldn’t expect students to second guess the purpose of the lesson

WALT We are Learning today “ Skill” being learned “ Aim” of the lesson “Topic” being covered

WILF What am I looking For Learning outcomes Focus on assessment Particular things students need to focus on

It is vital that teachers are aware that simply writing objectives on a board (or even asking students to copy them down) does not mean that they have been shared. Sharing objectives can only be successful if students have thought about them and understand what they mean. Provide assessment or success criteria for significant piece of work. Dig out some old exam essays or exemplar work from students tippex name out. Refer to pupils targets and attainment helping them to understand what they need to do to get to the next level.

Estyn will look at plenaries and they can be the least successful part of the lesson. If it’s you just telling them what they have learnt. To get Excellent is for the pupils to tell you what they have learnt and actively participating in reminding themselves and others in the room what they have accomplished.

AF1 – write imaginative, interesting and thoughtful texts Level 5 Level 6 relevant ideas and materials developed with some imaginative detail imaginative treatment of all appropriate materials

Level 5 Level 6 Imagination Village Imagination City

Examples: The scissors was blue like the sea.

Examples: The scissors sounded like the soundtrack to a horror movie as they cut through thin air. It felt like my fingers had been handcuffed for a crime they didn’t commit.

Sensory Language Touch Smell Sight Sound Taste Language that uses words from the five senses Smell Sight Touch Sound Taste

Sensory Language You are about to see a series of images... For each image, you must write two sentences to describe what you see. Use at least two examples of sensory language.

Sensory Language: Level 6 description Using the picture to help you, write a short paragraph bringing the hotel room to life using all five senses.

1 2 3 4 5 6 7 8 9

What have you learnt this lesson that can be linked to previous lessons? Back

What were the key words used in this lesson – can you define them? Back

Talk for 30 seconds about what has been learnt in this lesson. Back

Think of a question relevant to todays lesson and ask one person in the class. Back

Name three things you have learnt this lesson. Back

What has been the most effective way you have learnt in this lesson? Back

Say one thing you would like to study further after today’s lesson Back

Hot Seat – you are the teacher… tell us what has happened in the lesson. Back

Think of three main pieces of information from the lesson and put them in order of importance. Back

Plenary Discussion in pairs what sort of plenaries are used in your classes that you feel have worked best .( Write these on yellow post its)

Pairs task – Can you write a sample 5 min lesson plan including opportunities for mini plenaries and a final plenary for a lesson you will be teaching this week or next The big picture : How does the lesson fit into your scheme of work / topic? What knowledge are pupils coming to the lesson with already? What links have you made / can you make? Describe the lesson in 30 seconds! Objectives : Your objectives for the current lesson. The arrow is just a visual reminder that your lesson is building on what’s gone before. I’d always try to incorporate at least 2 different leveled objectives – perhaps allowing students to choose their own. Engagement : What’s the starter? How will you gain student attention at the start Stickability’ : What key point(s) do you want them to remember and bring back to the next lesson? AfL : How will you assess where your learners are at during the lesson, so as to know how to take them where you want to go? What AfL strategies are you going to use? What key questions will help you to lure pupils into learning? Key words : Plan what key-words you want students to learn. Differentiation / Groupings : Plan – at a glance – what activities you will provide for different abilities of student Learning episodes : What is going to happen in the lesson from start to finish? Identify as many opportunities for pupil-led learning as possible. Literacy and Numeracy opportunity in activities highlighted

Solids, liquids and gases The BIG picture? Stickability! Pupils have just finished looking at atomic structure and bonding in chemistry Engagement? Objectives Draw particle diagrams of the 3 states of matter State that substances are made up of tiny particles List the properties of solids, liquids and gases Explain the difference between solids, liquids and gases can be explained using the particle model Brainiac video of custard powder swimming pool Differentiation A f L Self assessment using rubric Differentiated questioning during roleplay Peer assessment during group work Provide a list of key terms only to José and Mafer Provide a writing frame for Pedro A*-A B vibrate, kinetic energy, compressed , diffuse, particle C D along the way…. E or less Activity 1: Teacher or Student Led? Mini plenary: Teacher or Student Led? Activity 2: Teacher or Student Led? Final plenary: Teacher or Student Led? Go outside and roleplay particle arrangement in solids liquids and gases Emphasis properties linked to structure Split pupils into teams Each member takes turns to narrate the roleplay Other members act and correct the narrator Pupils brainstorm a list of key terms for each phase. Pupils draw their own annotated particle model for each phase referring to the key terms Pupils use the rubric to self asses s their diagrams Rubric will be set up to allow pupils to judge the grade their drawings would achieve Learning Episodes

The 5 minute Lesson Plan The BIG picture? Stickability! Engagement? Objectives Differentiation A f L 6-7 5 2-3 4 along the way…. 1 or less Activity 1: Teacher or Student Led? Mini plenary: Teacher or Student Led? Activity 2: Teacher or Student Led? Final plenary: Teacher or Student Led? Learning Episodes