Thornton Grammar School Focus on Learning

“If I know something, I can tell you

in the teacher’s words. But if I understand it, I can tell you in my own

words.” Alix, aged 8.

(And the Main Thing is…Learning; Mike Hughes, 2006)

“Learning is when you take in what the teacher – or your friends – are telling

you. That’s not learning though, that’s listening. It’s only learning if you think

about it.” Ben, aged 9.

(And the Main Thing is…Learning; Mike Hughes, 2006)

Learning Outcomes

•Remember•Understand•Analyse•Apply•Evaluate•Create

Learning Handbooksessionsessionin classroomin classroomlearning plans for

Learning Outcomes

Snowball Activity

• Name• Role in Faculty• Most embarrassing moment in teaching!

A turtle makes progress when it sticks its neck out. (Anon)

Learning Outcomes for this Session• I am hoping that by the end of this session most if not of

all of you will feel more comfortable in using both Learning Objectives and Learning Outcomes.

• To understand the difference between a Learning Objective and a Learning Outcome and how they both can be used effectively.

• Know the importance of an explicit Learning Objective and Learning Outcome and why it is essential that Learning Objectives and Learning Outcomes are not too long.

• Understand why Learning Objectives and Learning Outcomes enable us to accurately assess and recognise that progress has been made by each pupil in the classroom.

Teacher Jargon!!• AfL• Critical Thinking• Peer and Self Assessment• MPP• cognitively guided

instructions• Prior learning• Plenaries• PLTS• SEALS• Facilitator• Powerful Learning• Metacognition• The next new initiative…….

Should we use the verbs…

• Understand?

• Learn?

• Know?

Should we have Learning Outcomes at all?

• Do G&T pupils need an outcome?

• Could they write their own at the end or the start of the lesson?

• What is the difference between a Learning Objective and a Learning Outcome?

5 Minutes

• WALT

• WILF

• Tasks

• Success Criteria

4 Questions

1) Where are we now?

2) Where are we going to?

3) How are we going to get there?

4) How do we know if we got there?

We are learning to…..

Sometimes it’s the small words

that make a BIG difference

We are learning about the reactivity series

By the end of the lesson I would like you to….

Remember the Reactivity Series

Understand why the Reactivity Series is in that order

Apply the Reactivity Series to make predictions

Analyse your results based on the Reactivity Series

Evaluate your results based on the Reactivity Series

Create a way for you to teach the Reactivity Series to other students

• All (must)

Level 4

• Most (should)

Level 5

• Some (could)

Level 6

What about using questions as a Learning Outcome?????????

Do you PEE?

Point Evidence Explanation

Name

Describe

Explain

When do you write your Learning Outcomes?

This is NOT a

real Learning

Outcome!!

Specific to Science

• How do we write explicit Learning Outcomes for a skills based lesson?

Skill

Steps

PLTS:

• independent enquirers

• creative thinkers

• team workers

• self-managers

• effective participators

• reflective learners.

SEAL’s

Social and Emotional

Aspects of Learning

Keywords

SKILLS

Learning Outcomes

Not another Blooming card sort!

• Try and sort the set of cards into an order of hierarchy…….from the “easiest” skills to the “hardest” skills.

10 Minutes

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

BLOOM’S REVISED TAXONOMYCreatingCreating

Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

 EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

  AnalysingAnalysingBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

 ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

 UnderstandingUnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

 RememberingRememberingRecalling information

Recognising, listing, describing, retrieving, naming, finding 

Remembering

The learner is able to recall, restate and remember learned information.– Recognising– Listing– Describing– Identifying– Retrieving– Naming– Locating– Finding

  Can you recall information? www.kurwongbss.eq.edu.au

 

UnderstandingThe learner grasps the meaning of information by

interpreting and translating what has been learned.– Interpreting– Exemplifying– Summarising– Inferring– Paraphrasing– Classifying– Comparing– Explaining

  

Can you explain ideas or concepts? www.kurwongbss.eq.edu.au

Applying The learner makes use of information in a context different

from the one in which it was learned.

– Implementing– Carrying out– Using– Executing 

 Can you use the information in another familiar situation? www.kurwongbss.eq.edu.au

AnalysingThe learner breaks learned information into its

parts to best understand that information.– Comparing– Organising– Deconstructing– Attributing– Outlining– Finding– Structuring– Integrating

 Can you break information into parts to explore

understandings and relationships? www.kurwongbss.eq.edu.au

EvaluatingThe learner makes decisions based on in-depth

reflection, criticism and assessment.– Checking– Hypothesising– Critiquing– Experimenting– Judging– Testing– Detecting– Monitoring

  Can you justify a decision or course of action? www.kurwongbss.eq.edu.au

CreatingThe learner creates new ideas and information

using what has been previously learned.– Designing– Constructing– Planning– Producing– Inventing– Devising– Making

 Can you generate new products, ideas, or ways of viewing things? www.kurwongbss.eq.edu.au

Scenario 1

• GCSE Lesson

• Yr11 Mixed Ability

• Science coursework2

Minutes

Scenario 2

• KS3 Class

• Year 7 Mixed Ability

• Planning an experiment

2 Minutes

Scenario 3

• GCSE Lesson

• High Ability (Top Set)

• Finishing practical write up

2 Minutes

Linking Learning Outcomes to assessing student progress.

Consolidating our Learning

• “Show that you know!”

• Emphasis on “Improving, not proving”

• From Mike Hughes conference 2011;

“we need to ensure our students get it, get why they got it and get it tomorrow when the teacher is not there”

What is the ‘best’ way to learn?

Case Study;

School in Lancashire asked one group of Science students to “teach” what they had learnt in lessons to their parents. The parents actually sat a modular exam. A control group was used to measure impact.

Attainment of students went up!

Learning Check

A turtle makes progress when it sticks its neck out. (Anon)

• Did you meet the Learning outcomes of this session?

Mini Whiteboards, Self and Peer Assessment, Q and A. Thumbs up, R-A-G (cups/cards/move), Mini Whiteboards, Text it!

CBA!!!

Try it out

Reflect on it

Use it again

Share it

Try something else

References

• www.malit.org.uk

• http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

• http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/design-and-technology/PLTS-in-Design-and-technology/index.aspx

More wisdom than professors!

“It ain’t what you do; it’s the way that you do it – that’s what gets results.” Bananarama

C3 B4 ME

For your learning plan write an explicit differentiated learning

outcome

C3 B4 ME

For your learning plan create three ways to measure these outcomes – learning progress.

Core Purpose

“Core purpose is not to be confused with mission statements or ethos or values. By core purpose I mean those fundamental outcomes which are not for negotiation or compromise and which guide everyday decisions”

Alistair Smith, High Performers. The Secrets to Successful Schools 2011

Don’t fo

rget

th

e le

arnin

g!

Our vision of Science at Our vision of Science at XXXXXXXXXXXXXXXXXXXXXXXXXXXXInspiring and enthusing all learners of XXXXXX

XXXXXXX by giving them the opportunity to achieve and apply real life science to everyday life.

• Clear• Concise• “Future proof”• Inspiring for all• Pertinent• Relevant• Owned• Agreed• Publicised

Draw a representation of your department without any

annotation or words.

Attributes Knowledge

Skills Qualities

Attributes Knowledge

Skills Qualities

Yourchild

Record your core purpose on the talking

postcards

Rapid Information Gathering

RIG

The Core Purpose of Thornton Grammar School Science

department is…

eMail: tait.coles@educationbradford.comTwitter: @Totallywired77