SMARTA
статья по английскому языку на тему

Домброван Анна Ивановна
Опубликовано 25.11.2018 - 12:26 - Домброван Анна Ивановна
What is the most important PARAMETER of TEACHING  OBJECTIVES  ‘If you don’t know where you’re going, you can’t get there’  ‘Everything what you do is built on knowing what you want to accomplish.’  Good objectives clearly can’t get you anywhere without good instructions … and vice versa’  Most teachers don’t think in terms of objectives for Ss learning when they do their planning.  They think in terms of activities;  They plan what they will do in what order.  Many of the differences in teaching can be tracked back to their thinking about Objectives.  The quality of that thinking is what makes difference.

Скачать:

ВложениеРазмер
Файл smarta_text.docx29.09 КБ

Предварительный просмотр:

What is the most important PARAMETER of TEACHING

  • OBJECTIVES
  • ‘If you don’t know where you’re going, you can’t get there’
  • ‘Everything what you do is built on knowing what you want to accomplish.’
  • Good objectives clearly can’t get you anywhere without good instructions … and vice versa’
  • Most teachers  don’t think in terms of  objectives for Ss learning when they do their planning.
  • They think in terms of  activities;
  • They plan what they will do  in what order.
  • Many of the differences in teaching  can be tracked back  to their thinking about  Objectives.
  • The quality of that thinking is what makes difference.

1

Coverage objectives mean:

  • I’m thinking in terms of me, not the Ss.
  • I’m going to present, describe, demonstrate or cover the following info/ events/ procedures/ processes;
  • When I’m through my agenda, the lesson is  done- ‘I’ve covered’.
  • I’ve taken it out of my head and put it ‘out there’.

Teacher- centered

2

Activity Objectives mean:

  • Teachers think about what they want the Ss to do, what activities Ss will get through.
  • My objective is the Ss get the activity done;
  • It is possible that the activity is not teaching what should be taught …
  • Or it can be done without Ss learning anything

Missed Opportunities

  • When Teachers’ objectives are to get the act-s done, they miss the opportunities:
  •  to underline the critical learnings,
  • to make connections between learnings for Ss
  • To check and evaluate Ss learning;
  • I’m too concerned with management.

3

Involvement Objectives mean:

  • The main focus is to get Ss into it;
  • ‘My objective for tomorrow to get all Ss to react personally say what they’d do if…’
  • But it is possible to be involved in an activity that is not teaching you much. You like to do it, but
  • Fun doesn’t necessarily equal learning

  • Is it funny,  yes, but
  • Is it productive and effective?
  • The Ss enjoy games, puzzles, cross-words…
  • Learning is not entertainment
  • Language learning should be organized in the most productive way.

4

Student Learning Objectives

  • My objective for today is for Ss to be able to

If I focus on Ss learning there will be lots of checking to see  what Ss know, perceive, or can do

distinguish between rational, amoral and moral reasons for decisions from the list of positions we will generate in class’

Ss learning Objectives:

  • When we are done they will be able to…

Students

Will

Be

Able

To

Involvement Objectives

  • - Involvement Objective:

I want them to get involved in

Activity and Coverage Objectives

  • First they will… then they will/ we’ll will then I want them to…
  • ‘What I’m going to do first is to  give them…
  • Then I’ll describe…
  • Then I’ll ask them to …

Are the objectives mutually exclusive?

  • No, they are not.
  • They  tend to be cumulative.
  • A T planning in terms of Ss learning still has to consider activities, involvement, and it will be covered.
  • But it is possible to think in terms of either coverage or activities and not consciously abt Ss LEARNING.

  • SMARTA – what do these letters mean?
  • S pecific  

  • Is your objective  SPECIFIC?
  • What do you mean?
  • What exactly?
  • Where?
  • When?
  • How much? How often?
  • With whom?
  • M easurable
  • Is the outcome of your goal /objective /action plan MEASURABLE?
  • How will you know you have achieved your goal?
  • What will you see, hear, feel, know, be able to do?

  • A chievable
  • Is your goal  ACHIEVABLE?
  • ( given the time and other constraints of the course)
  • The content and the form of the material
  • R elevant
  • Is  the outcome of your goal/ objective/ action plan relevant?
  • Is this goal meaningful to you?
  • Is this what you expected to achieve? I
  • Was the action plan logical and reasonable to have the objective realized?
  • T ime bound
  • Is the outcome of your goal/ objective TIME BOUND?
  • Will you be able to do it in the specific amount of time that you have?
  • How will Ss know the  given time?
  • A djustable
  • Is the outcome of your  objective ADJUSTABLE or FLEXIBLE?
  • How will you adjust the goal if you or the learner is moving faster or slower than expected?
  •            Other thoughts to consider
  • Is the goal stated in a positive way?
  • What you want as you opposed to what you don’t want?
  • Are there any negative results from achieving the goal/ objective/ action plan?
  • What are the positive results?
  • What are the positive results?
  • What happens or changes after you have achieved this goal?
  • What will I do today or for the rest of the course to start achieving my goal/objective/ action plan?
  • Make a schedule or list of things to do?
  • Main objective: Student learning Objective or
  • SWBAT:
  • S- tudents
  •  W- ill
  • B- e
  • A- ble
  • T- o…
  • By the end of the lesson Ss will be able to …
  • Must be observable action on the part of the S that allows choice/discrimination;
  •  demonstrate their learning at the end of the lesson;
  • Write it as detailed as possible using ACTION/ OBSERVABLE VERBS since it is the culmination of the Ss’ learning in the classroom.
  •         By the end of the lesson, SWBAT:
  • 1) use ( target language, grammar point, vocabulary, strategy, pronunciation)
  • 2) to function ( active verbs)
  • 3) in or during ( a meaningful communication task in which the listener has a clear REASON for listening)
  • The formula for writing a SWBAT
  • By the end of the lesson, SWBAT:
  • 1) use ( target language, grammar point, vocabulary, strategy, pronunciation)
  • 2) to function ( active verbs)
  • 3) in or during ( a meaningful communication task in which the listener has a clear REASON for listening)
  • By the end of the lesson SWBAT to use:
  •  “is there” with short answers ‘Yes, there is/are’ and ‘No, there isn’t/arent’
  • To ask and answer questions in a game about places in their neighbourhoods                                                              

Avoid words that are not observable

Use active observable words

Example

  • Understand,
  •  know,
  •  learn,
  • realize,
  • enjoy,
  • feel

  • Identify,
  • List,
  •  State,
  • Make,
  • Answer,
  • Retell – TELL
  • Evaluate

  • Categorize
  • Ask,
  • Talk,
  •  Describe,
  • Write,
  • Create