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Learner Outcomes

The document outlines the six essential components of a lesson plan, emphasizing the importance of clear and measurable learning outcomes. It provides guidance on how to write effective objectives that are shared with students and revisited throughout the lesson. Additionally, it highlights the need for objectives to be observable and includes criteria for writing them using the ABCDs framework.

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muwonge mary
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7 views

Learner Outcomes

The document outlines the six essential components of a lesson plan, emphasizing the importance of clear and measurable learning outcomes. It provides guidance on how to write effective objectives that are shared with students and revisited throughout the lesson. Additionally, it highlights the need for objectives to be observable and includes criteria for writing them using the ABCDs framework.

Uploaded by

muwonge mary
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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COMPONENTS OF A LESSON PLAN

What is a lesson
plan?
THE 6 COMPONENTS OF A LESSON PLAN
Objective/learning
outcomes
Materials
Background
knowledge
Direct Instruction
Guided practice
Closure and
Learning Outcome

By the end of this session you will

be able to follow the process to

write an effective learning

outcome [specific objective]

using the guidance.


What is a
learning
outcome?
A learning outcome
[specific objective]
is a measurable goal
that describes what
students should be
able to do by the end
DO NOW (ON YOUR OWN) 3 MINS
Complete the sentences:
Well-designed learning outcomes [specific
objectives] ensure
that teachers are clear about the (1) ……….. of the
lesson before they begin thinking about the
(2) …………….. they want students to complete. The
learning outcome [specific objective] should be
(3) ………….. with students and revisited (4) …………
………… Learning outcomes [specific objectives]
SELF CHECK
Well-designed learning outcomes [specific objectives]
ensure that teachers are clear about the (1) purpose
of the lesson before they begin thinking about the (2)
activities they want students to complete. The
learning outcome [specific objective] should be
(3) shared with students and revisited (4) during the
lesson. Learning outcomes [specific objectives]
provide a useful signpost against which (5) progress
If your learning goals
[specific objectives] are going
to be impactful students
should be able to answer
three basic questions:

Where am I going? Where


am I now? How can I close
the gap?
Key elements of objectives
1. Learning outcomes [specific objectives]
are identified first and determine
what activities the lesson plan will
include.
2. They are clear, shared with the
students and explain what students
need to understand, what they must
be able to do and how to do it.
3. They are measurable and challenging
relative to students' current mastery of
the topic
When do we identify our learning outcomes?

After we have
Before we thought about
It’s given to us plan the what the
in the syllabus lesson students will do
Learning Outcomes explain to students…

what they what activity how they will


what the topic
need to they are going demonstrate
for the lesson is
understand to do the learning
Learning Outcomes clarify…

what the
what success
what the topic exam
looks like
for the lesson is requirements
are
Think, Pair, Share (10 mins)
WHICH LEARNING OUTCOME IS MORE EFFECTIVE AND
WHY?
A.Students can understand how photosynthesis
works.
B.Students will be able to identify and write a
sentence explaining the principle behind each type
of chemical reaction.

Think - Think of your answer.


Pair - turn to a partner and discuss .
(agree on which one is most effective and
HOW DO WE IMPROVE THIS…
Students can understand how photosynthesis works.

Learning outcomes should be written in the future


tense.

Students will be able to


understand how
photosynthesis works.
HOW DO WE IMPROVE THIS…
Students will be able to understand
how photosynthesis works.
Understand is not observable or measurable. It takes place inside a
students head.
To show their understanding using an action verb - say, do, make, or write

Students will be able to draw a


photosynthesis diagram.
HOW DO WE IMPROVE THIS…
Students will be able to draw a photosynthesis
diagram.

A drawing may require them to apply their understanding but how will it
show that?
Describe the method they will use to demonstrate the success criteria.

Students will be able to draw and label the


elements of a photosynthesis diagram
to show the process.
HOW DO WE IMPROVE THIS…
Students can understand how photosynthesis works.
…….
Use the future tense for learning outcomes.
Students will be able to…

Use action verbs to describe what students will say, do, make, or write to show their
understanding.
Students will be able to draw a photosynthesis diagram.

Describe the method students will use when they say, do or write something to
demonstrate their learning. (Success criteria)
Students will be able to draw and label the elements of a photosynthesis
diagram that shows the relationships between the parts.
WHICH IS BEST?

Students will be able to


calculate percentages Students will be
using the multiplier aware of the
method without using causes of climate
a calculator
.

change.
WHICH IS BEST?

Students will know the Students will be


difference between
able to describe a
the past, present and
character using a
future tense.
range of adjectives.
COMMENT ABOUT HOW THEY ARE STATED.

• • Appreciate the beauty of a


circuit
•• Really understand relativity
theory
•• Be familiar with the law
•• Understand the process of
osmosis
•• Enjoy speaking French
OBJECTIVES COULD INCLUDE MORE CRITERIA OR PARTS:

• ABCDs of Writing Objectives


• A-Audience: The who. "The student will be able to…"
• B-Behavior: What a learner is expected to be able to do or the
product or result of the doing. The behavior or product should be
observable.
• C-Condition: The important conditions under which the
performance is to occur.
• D-Degree: The criterion of acceptable performance. How well the
learner must perform in order for the performance to be
considered acceptable
YOUR TURN (15 MINS)
Use the learning outcome [specific objective] you
already have written for a current lesson plan
1. Is it written in the future tense?
2. Is it clear?
3. Does it explain what students need to understand?
4. Does it explain what students must be able to do?
5. Are the verbs you have used observable and measurable?
(Remember you cannot measure; appreciate, explore, know,
learn, realise, understand).
6. Have you clarified what success looks like by describing the
method?
Rewrite the learning outcome following the guidance above
(10 mins)

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