The lesson aims and outcomes are important to consider when teaching because we have
to evaluate what they learn and if the activity is effective. To make effective aims and
outcomes we have to make it realistic, personalised and programmed; and think it before the
class.
- Lesson aims: objectives that we planned. This are for the teacher (To learn, to
practise… )
- To learn and practise how to suggest, give one’s opinion and agree and
disagree.
- To practise present simple and comparatives
- To practise vocabulary related to food, places, decorations and clothes or
objects (as presents)
- Outcomes: the results (by the end of the class, this are for students)
- By the end of the class, learners will be able to express their opinions by to
the rest of the classmates
- By the end of the class, students will be able to compare at least 3 places,
objects, etc by using comparatives
Good learning outcomes should be:
- Specific - a reason, what grammar, what vocabulary and why…
- Measurable/Observable -
- Attainable for target audience - they can do it (asequibles)
- Relevant and Results-oriented - use in the real life
- Targeted to the learner and to the desired level of learning (or Time-constrained) -
organised
It’s helpful to finish the sentence, “After this unit/week/individual session, students will be
able to... ” (learning outcomes) like talk about something, know comparatives..Start with an
observable action word that captures what the learner should be able to do. (Bloom’s show
us the order, the students can’t create something if they don’t understand what is or don’t
remember). Clarifying the aims and learning outcome(s) of an activity can help us identify if
the activity is really helping students learn.
What activities demonstrate learning?
In this activity they have to read the dialog This is a good activity because they can’t
but don’t demonstrate learning because make a cupboard and mini-flashcards if
maybe they don't understand the they don’t know the vocabulary, the aims
vocabulary. are the same then in the other activity but
this demonstrate learning.
Planning
A lesson plan is a paper where you prepare the lesson, is what and how we will students
learning, is like a map because you start at a point and you go to another point. It’s important
to consider the time, the aims and outcomes, the difficulties… We have to start planning the
objectives and consider the time.
How do we decide lesson content?
Important issues to consider:
- State learning objectives for the class. Be realistic!
- Be prepared and anticipate any kind of issue/ problem/ question that may ask.
- Try to explain the content in more than one way.
- Plan the specific learning activities carefully.
- Check for understanding (e.g., questions, tasks, monitor...)
- Summarise with them everything you have done in class.
- Be flexible and flow with your class to adapt to the specific classroom environment.
- Always reflect on your lesson plan
Assessment and feedback
→ How to give feedback?
- Try to make their efforts visible
- Don’t focus only on the negative
- Be specific
- Offer clear and detail explanations
- Give it on time - the sooner, the better!
- Give feedback constantly
- Involve learners in the process
→ 4 ways to give constructive feedback
- Be specific: if you are vague, your feedback can be misunderstood, and your
employee may continue making the same mistakes
- Be timely: give prompt feedback at the next suitable moment, while the incident is
fresh in mind
- Be positive: for any negative feedback you give, you need to also include positive
feedback
- Be understanding: discuss with your employee about the source of the mistake and
what he or she could have done instead.
→ Different examples of assessment
- Initial, formative and final evaluation
- Self-assessment
- Peer and group assessment
- Observation grid (during a presentation, for example)
- Rubrics
→ How can we make assessment clear?
When a task is introduced, learners need to know:
- The objective
- What will count as a good outcome
- How long they have to achieve it
- How to their cooperative behaviour in the group will help to achieve the learning goal
- The roles they each need to play within the group
Giving students clear success criteria for tasks will help them:
- Measure their progress
- Understand if they have fulfilled the task criteria
- Modify their work to make it better
We often settle for low-quality work because we underestimate the capacity of students to
create great work. With time, clarity, critique and support, students are capable of much
more than we imagine.
Questions
-What are lesson aims and outcomes?
-How can we make effective aims and outcomes?
-What do think my learning aims and outcomes were in the birthday task?
-What are the differences between aims and learning outcomes?
-Why do you think they are important to consider when teaching?
-When should we think about these two?
-What do we need to consider when lesson planning?
-What makes a good lesson plan?
-What is a lesson plan?
-How do we start a planning lesson? What do we include?
-What different elements are there in a good lesson plan?
-What do good learning outcomes need to be?
-Why is giving feedback so important?
-How can we give effective feedback?
-What are the different ways of assessment and giving feedback that you are familiar with?
