Making a Sense Out of Your Lesson Objectives
Tuesday, October 21, 2014
It is not just about the numbers.
1.1.2 or 2.2.1 or 3.2.1 or 4.2.1
What are these numbers stand for?
Are we merely writing it for the sake of completing our plans? Without meaning?
Clear objectives will determine the result of our lesson.
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| What is SMART? |
What you hope to achieve by the end of it. Therefore it will be beneficial to include SMART elements in writing your objectives.
I got this tip during my teacher training and it is very useful until this day.
From the graphic, we can see that SMART stands for specific, measurable, attainable, realistic and timely.
Examples:
By the end of the lesson, pupils will be able to read and understand a passage by answering 3 out of 5 comprehension questions correctly.
End of the lesson: Timely
Answering 3 out of 5 comprehension questions correctly: Measurable
Attainable and Realistic elements must refer back to your learners. In this example, I think answering 3 questions correctly is attainable and realistic to these learners.
Specific element must cater as close as possible to the activity that we are going to do. Here I asked the learners to read and understand a passage can be further refined to read and understand the passage entitled "Recycle" by.....
Please take note that the activities done to measure the objective can be varied, and it doesn't limit to a production in a form of written assessment in the exercise book. (Boring!!)
This is where we make SENSE out of our objectives.
HOW???
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| My coaching notes! (Sorry about the angle) |
Objective:
By the end of the lesson, pupils will be able to understand a passage by answering at least 4 out of 5 questions correctly.
Step 1
T. writes the vocabulary in focus. Ps guess the meaning.
Step 2
Ps. look at the text by underlining the vocabs in focus.
T. explains about the text in general. (Not too much!)
Step 3
Ps. sit in groups according to the number of paragraph. Each group will try to make a meaning from the paragraph assigned.
Step 4
T. distributes a question to each group. The question must be suitable to the paragraph in focus.
Step 5
Ps. will answer the question.
Step 6
Groups are reshuffle. New group will have members from each paragraph.
Step 7
In new groups, each representative from the paragraph will give meaning to their paragraph, read and answer question. While doing so, the representative will stand.
This may be interactive as others can discuss or develop the answer further.
Step 8
Paste the questions and answers on a manila and post it on the class board for others to view.
Step 9
T. summarizes the lesson by reviewing the vocabs, repeat questions and answers.
For steps 5-8, teacher will act as the facilitator.
By completing these steps, we can see that everything that we did add weight to the success of the objective.
If we don't care about setting the objective right, how can we plan for wonderful activities that can help us achieve it?
One thing affect another....
Keep in mind:
Clear objective + Well planned activities = Great and fruitful lesson!
So, it is not merely numbers.
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| Love, Ms. Apple. |
Next post: Incorporating HOTs into your learning objective!
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