The Aim Of A Group – Lesson Objectives / Stage Objectives / Learning Objectives / Learning Intentions: you have come across them in every CELTA lesson plan / observation you have had to write and yet they are still one of the most difficult things to do well. It may be tempting to try to overlook them entirely – if you don’t
Nowadays, I routinely write lesson goals for most of the activities I teach – by choice rather than because I have to. Why would I do something like this? Well-written lesson objectives can make a huge difference in whether your students are learning (and you and they know learning is happening) or not. In short, good learning goals can make the difference between a good lesson and a bad one. So how do you make sure the objectives of the lesson belong to the “good” camp and not the “bad”?
The Aim Of A Group
One of the easiest ways to understand what “good” goals are is to look at things like – and also at examples of what not to do! So I’m gonna put myself on the line here. These lesson goals are examples from everyday life: some of my major lesson goals seen in the first year of schooling. Oh Jesus. I’m not proud of them.
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Honestly, these goals are pretty lame – and I’m surprised I even passed my observation for the last one (along with typos). They are unclear, do not focus on the right things, and would not be very helpful if I tried to find out if my students learned something or not. So let’s look at some of the problems.
Well, not everyone is a target for starters. They tell us what tasks or activities the students will perform, but not why they will.
There is no way to tell if any of these goals have been achieved. Students will “practice vocabulary” – but will they understand it? Can they produce it? Have they really learned anything?
Compare the lesson objectives above with the objectives below that I wrote in the observed lesson in the additional Young Learner course I attended last year.
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How can you improve your own lesson goals: to look more like the ones above and less like the ones at the beginning of the post? You
Google examples, then try to base every lesson goal you ever write on these models… but it’s time consuming and not practical.
What can you do in everyday life? This is far from my own idea (I’m just a messenger today), but to write good lesson goals, think of the acronym: “SMART”.
Do you see where my final lesson goals are much clearer than the ones that precede them? This is because they are much more detailed. If you want your students to achieve the lesson’s goals, you need to be clear about what exactly you want them to do. Will they learn new vocabulary? What is this vocabulary? What will they be able to do with this vocabulary at the end of the lesson that they cannot do at the beginning?
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You must be able to tell if your students have achieved the goal or not, and therefore must have some measurable result. You cannot tell if your students have “learned the vocabulary” because you cannot look at their brains.
, you can check if they can recognize words / produce them. A measurable goal is something you can say, “Yes, my students did it,” “No, my students didn’t do it” – or something in between.
This is where differentiation comes into play. Whatever you do in class, it must have the right level of challenge – not only not to make it too difficult, but also not to make it easier (don’t try to teach 6-year-olds 25 new words, but teach them not only a new word) . You can even include elements of differentiation in your plan: some students…, most students… but most of your goal should be achievable by all students.
Does it relate to the topic / activity that the students have already studied? Is it something they have shown interest in? Is it a skill that they need (for example, learning skills, examination technique, or something they need to know at work)? Is it compatible with your textbook or curriculum you are using? You don’t necessarily need to write down why your goals are relevant to your plan – but it’s good to know why you’re teaching them here.
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At the end of the lesson … at the end of the exercise … during the term … when exactly do you want your students to achieve this goal? A good way to start the right path is to start your goals with the words “At the end of the lesson, students will be able to …”
I would add a little extra tip: when writing lesson goals, I always put them off for as long as possible. So I would write the whole plan… and then come up with goals. Decide what to do and find out why you are doing it? Hope the problem with this approach is quite obvious. Even if you hate writing them, even though the difference between “good lesson goals” and “bad lesson goals” seems to be navigating a minefield, first set your goals and then decide what activities will help students achieve them. In this module, you will learn about some of the key concepts behind becoming a successful team outlined in the infographic below. If you prefer more traditional reading, scroll under the interactive graphics to see the full text. You can also download a copy of this infographic for reference.
The team consists of two or more people; work together; for a common goal (or goals). Groups become Teams if common goals are clear and attention is paid to both interpersonal functions and tasks.
Each team must establish its own good communication guidelines and Team Charter. Through discussion and negotiation, members choose the things that are most important to their clear communication as a Team. They often include a commitment to:
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At an early stage in group formation, members must decide what will be measured in the process. These things are generally critical to success and for the group to become an effective team. A good team has the following features. Its members:
Your personal beliefs are core values that influence the way you view the world, your behavior in the world, and your interactions with others. This is how you do “business” with the rest of the world. In other words, they are the foundation of everything you are and what you do. These concepts of appropriate behaviors, attitudes and strategies also guide each working group and must be clear and understandable.
Knowing what is expected of you in a group situation. This is often provided or required at administrative or political level and presented in the form of a ‘job description’. The mandate group may not influence the overall characteristics of the mandate. The context in which the group operates has a decisive influence on what can be done.
The mission statement contains the current purpose and intention of the group and answers (as part of the group mandate) to questions such as: What are we talking about? Why are we working together? What do we want to achieve? It describes the business you are in. It may be an organization-wide declaration, or it may be more localized to a department, program, class, workgroup, or unit. It gives direction to actions. Without knowing your mission, you may not be able to start.
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A vision is a forward-looking statement of a group’s goal in a task, project, or work team. Having members sharing a vision that aligns with their personal values and aspirations is a solid foundation for production. Time spent initially dreaming and discussing what the end result will be is time well spent. If it is not possible to have a common vision of the end product and the goals and milestones to be achieved, the team may also find it difficult to determine whether they have achieved their goal.
Sometimes, when a project is open or in progress, the end product may not be fully “shown” at the beginning. The shared vision will then be that all team members will agree that it is part of where they want to go now and the direction they will begin to take to achieve those elements.
Visions should be reviewed and refined over time. If the team isn’t going in the same direction, it might not be going anywhere.
What are the individual tasks and goals they will build to make your vision come true? Goals lead to the realization of the vision. It’s important to work out the right goals to keep them clear
How To Write Excellent Lesson Aims
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