The lesson was on crafting of learning goals for a unit on “Singapore in the International System”. The unit’s learning goals were divided into two levels: Understanding Goals and Learning Goals for knowledge and skills. The underlying belief is the need for clarity of learning goals and for learning goals to be owned by students themselves.
Students will understand:
- the key content areas of the new unit and how it is structured;
- the unit’s Understanding Goals (UGs) and why these are significant;
- the Learning Goals (for knowledge and skills)
Part 1: Structure of Unit
Teacher provided students with the unit summary that outlined the four parts to the unit. In groups, students suggested a title for each of the four parts and discussed the significance of studying them.
Sample of student’s work (on part 1) with teacher’s comments in red as below:
Part 2: Crafting of Learning Goals (Knowledge and Skills)
Once students were clear about how the unit is structured, the teacher shared the four broad Understanding Goals (UGs) – one UG for each part of the Unit. In groups, students then crafted 2-3 learning goals for each UG using the following as a guide:
- Use single action verb eg explain, compare, identify, define, evaluate etc
- Use short sentences and simple language
- Write the learning goals clearly
Below is an extract of students’ work on UG1:
Part 3: Reflection
On Google docs, students penned down challenges they faced in writing the learning goals. Below are two examples of students’ reflection:
- “It is hard to be very specific and use accurate vocabulary in order to bring across the correct meaning.”
- “We faced a challenge in choosing the appropriate action verb because we were not very clear with our aim and we found difficulty in narrowing down proper steps. We also had to ensure that our learning objectives were precise and easy to understand.”
Post-Lesson: Review and Comments
At the end of the lesson, the class finalised 9 learning goals for the unit. The learning goals will be used as a reference point to guide students’ learning throughout the unit. As a follow-up, teacher will craft the relevant success criteria to accompany the learning goals.
Based on the challenges that students faced in crafting the learning goals, it is recommended that a glossary of action verbs (with definition) are given out to students to help them craft their learning goals.
Note: The Understanding Goals and Learning Goals discussed in this lesson do not replace the unit’s Enduring Understandings (EUs) which will be discussed with students at a later stage.
Posted by：Mr Azahar M Noor
Centre for Pedagogical Research and Learning (RGS PeRL)
Raffles Girls’ School