To continue the ‘Back to Basics’ series, I am going to revisit learning objectives after the original post back in January (https://mrwickenspe.wordpress.com/2013/01/27/back-to-basics-learning-objectives-in-physed/).
Back in January I spoke about building learning objectives around a specific format:
To be able to…Verb/Adjective/Context
Since then, I have been introduced to another learning objective prefix that includes learning outcomes for learners.
To be able to…
The ‘Know’ Objective
This objective states what students should ‘know’ by the end of the lesson. The objective should be met in the starter for students to progress to higher learning skills as a basis of knowledge for the lesson.
An example might be to know three key teaching points/rules of a serve in badminton.
The ‘Understand’ Objective
This objective extends the learners to understand the skill in a context. It makes learning ‘deeper’, rather than just to ‘Know’.
The ‘To Be Able To’ Objective
Is linked to the differentiated outcomes and assessment criteria where students demonstrate their ability to meet throughout the lesson. These should be linked to the Blooms verbs to differentiate outcomes for students.
The differentiated outcomes (usually 3) should also be highlighted below the objective. They should be linked to the national curriculum levels or the accredited courses assessment (if KS4). At my current placement school, they link assessments to the OCR GCSE specification for each activity in core PE – very effective for both GCSE PE and core PE assessments.
It is a fantastic tool for a clear criteria for peer assessment, self assessment and teacher assessments that all learners an teachers (including support staff/observers) can base their learning on.
Here is an example of the learning objectives for a table tennis lesson.
To know how to perform an accurate and controlled backhand push
To understand why it is important to adjust the length and angle of the shot
To be able to demonstrate the backhand push
– during practice (4A)
– during competitive game situations (5C)
– with backspin and/or topspin (6B)
Here is an example use in a recent striking and fielding lesson:
Good practice would be to highlight keywords on the board for students to use during the lesson. Maybe during a plenary linked to Literacy in PE and for students to demonstrate their understanding during conversations with teachers and peers – or a written sentence on a mini whiteboard to justify peer/self assessment.