DGFS LOs and SC

Starter

Please complete the "before" section on the self-assessment sheet. These will be collected at the end.

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BEFORE WE START

Introduction

AIMS: To improve teachers’ confidence and workload with regards to the development of effective learning objectives and success criteria.

Objective 1: To review and develop learning objectives at DGFS Outcome 1: Medium Term Plans annotated/edited to show changes to LOs Success Criteria: I can identify existing LOs which are not SMART I can modify LOs using SMART criteria and Bloom’s taxonomy verbs I can show progression of higher-order thinking across a scheme of work by selecting a range of verbs from Bloom’s Taxonomy I can check that outcomes successfully measure the objectives

THE RESEARCH Bloom BS. Taxonomy of educational objectives: the classification of educational goals. New YorkNY: Longmans, Green; 1956. [Google Scholar] Anderson LW, Krathwohl DR. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New YorkNY: Longmans; 2001. [Google Scholar] Blanco MA, Capello CF, Dorsch JL, Perry GJ, Zanetti ML. A survey study of evidence-based medicine training in US and Canadian medical schools. J Med Lib Assoc. 2014 Jul;102(3):160–8. DOI: http://dx.doi.org/10.3163/1536-5050.102.3.005. [PMC free article] [PubMed] [Google Scholar] Office for Institutional Assessment, Clemson University . The University [cited 25 Jan 2015] Clemson, SC: Bloom’s taxonomy action verbs [Internet] < http://www.clemson.edu/assessment/assessmentpractices/referencematerials/>. [Google Scholar] Légaré F, Freitas A, Thompson-Leduc P, Borduas F, Luconi F, Boucher A, Witteman HO, Jacques A. The majority of accredited continuing professional development activities do not target clinical behavior change. Acad Med. 2015 Feb;90(2):197–202. DOI: http://dx.doi.org/10.1097/ACM.0000000000000543. [PubMed] [Google Scholar]

Why

The Learning Breakdown

Outcomes

Success Criteria

Objectives

Aims

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Aims are a broad and general description of learning over a longer period of time. Aims are usually descriptions of schemes of work or medium-term plans. Aims are broken into specific learning objectives

Aims

Learning objectives are the small steps which are taught in order to achieve aims. We'll cover what makes an objective effective later on.

Objectives

Learning outcomes are the measurable/observable things that children do. We use these to make informed decisions about whether a child has achieved their objective. In other words, they are activities.

Outcomes

Success criteria outline the specific steps/actions needed to complete an outcome. Differentiation is commonly introduced at this stage for most learners. Success criteria make our judgements on whether a learner has achieved their LO specific and less subjective. They also provide a learning breakdown for learners. The more effective your success criteria, the easier it is to give feedback – More on that later.

Success Criteria

SMART Learning Objectives

SpecificMeasurableAttainableRelevant Time Bound

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Specific - KSA

Knowledge Skill Attitude Which are you teaching? It should be explicit within your learning objectives.

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Measurable - Bloom's Taxonomy

Higher and Lower order thinking – Higher can be a starting point. Problems with “understand and know” verbs Progression throughout a scheme of work

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Relevent and Time Bound

To be relevent, learning objectives should be linked explicitly to the National Curriculum. To be time bound, professionals need to consider the appropriate number of lessons dedicated to an area of learning. We know sometimes things change because students develop misconceptions or don't understand.

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Attainable

We'll return to this concept in the next part. For now, we'll focus on the other 4 aspects of effective Learning Objectives.

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Developing Learning Objectives Some examples:

How are oxbow lakes formed? Creating: To simulate the effects of different processes in the development of oxbow lakes Evaluating: To evaluate the contribution of different processes in the development of oxbow lakes Analysing: To illustrate the development of an oxbow lake using key vocabulary and visual aids Applying: To apply my knowledge of erosion and deposition to explain the formation of Oxbow lakes Understanding: To summarise how meanders develop into oxbow lakes over time Remembering: To state the stages of oxbow lake formation

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Task

In teams, review and develop the learning objectives on your medium-term plans.

Success Criteria: I can identify existing LOs which are not SMART I can modify LOs using SMART criteria and Bloom’s taxonomy verbs I can show progression of higher-order thinking across a scheme of work by selecting a range of verbs from Bloom’s Taxonomy I can check that outcomes successfully measure the objectives

AIMS: To improve teachers’ confidence and workload with regards to the development of effective learning objectives and success criteria.

Objective 2: To create effective success criteria which enable quick, specific feedback to learners Outcome 2: Success criteria written/adapted for a lesson of your choice Success Criteria I can describe what a successful outcome looks like I can differentiate SMART success criteria into clear, progressive steps I can support colleagues to differentiate SMART success criteria into clear, progressive steps

Attainable - Effective Success Criteria

Success criteria should guide learners to complete an outcome, showing evidence towards the learning objective. Research shows that students who regularly receive this information in the classroom are · more focused for longer periods of time · more motivated and active in their learning · better able to take responsibility for their own learning

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Feedback for Progress

Specific and measurable success criteria make it quick and easy for teachers to assess learning. Teachers can utilise this in many ways: Efficient highlighting of learning objectives (AoL) Self and peer assessment Identifying and setting targets Effective, immediate verbal feedback Ease of reporting progress to parents

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Bloom's Taxonomy

Bloom’s taxonomy should be used to · ensure progression of thinking skills · ensure success criteria are specific and measurable · ensure an outcome is achievable

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DMS Approach

Colours consistent with LI highlighters Describes what a successful outcome at each level looks like Is progressive and easily readable

LI: To summarise the process of meanders forming into oxbow lakes.

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But this won't work for every subject. In Maths my success criteria is a method.

- Concerned Practitioners

Task

Generate/adapt your success criteria into this format for a lesson of your choice. You may want to use the same lesson you used earlier.

Plenary

Please complete the “after” section of the self-assessment sheet and place it at the front before you leave. Thank you for your hard work and collaboration this afternoon.

And please do come and speak to me if you have any questions!