At tea last night, over jam on toast my daughter, 8 asked her elder brother what he liked most and what he disliked most about school. He said he liked “games and PE and maths because you don’t have to do any writing in those lessons except of course the learning objectives.”
“do you have to write a learning objective every lesson?” I joined in
And my year 3 daughter confirmed she had to the same as well. “But sometimes they let you write LO instead of learning objectives.”
So my children know exactly what they are going to be learning. They can measure their success or not at achieving it. They know where the lesson is heading.
In the lessons I teach to my KS3 and KS4 classes I want my pupils to know what I am trying to help them learn. I want them to know how it links to the last lesson and where they should be by the end of the hour. But I also want them to enjoy the learning, to develop a taste for investigation, for enquiry and for the PROCESS of finding out. If the lesson structure is all about the goal at the end of it and whether you are red or amber or green in achieving it, then where is the emphasis on “HOW” going to come in?
My SLT also want me to teach ‘objective led’ lessons just like it looks like the SLT are asking my children’s teachers to do. Teachers are supposed ‘light the fires’ of our learners. How can we balance these two strands? How can we open up our lessons so the pupils can take some control over the learning yet still fit in with the demands of curriculum and SLT ? How can the lesson both allow the students to experiment with finding out and know what they have to achieve in order to pass exams?