Deduce learning outcomes from desirable terminal practice-based behaviours implicit in graduate attributes 4. h�b```e``�``a`Hue`@ �+s\� ``����]W�������`$@R@�������X,��ϸI0G@A�A���-�$�? Learning Outcome and Assessment Standards: LO 3: The learners is able to demonstrate and apply contemporary knowledge and skills to fulfill a variety of business roles. For example: songs, games, speaking/listening, reading Success criteria are the measures used to determine whether, and how well, learners have met the learning intentions. Teachers need to know the goals and success criteria of their lessons, know how well all students in their class are ��ݟ�#� GXt����������fI��Lb��� Z� ��2M&{�F��#�bG�Sc����r����*�,�3&��c�[��6�A��i}3���[�)�m{� Learning intentions should be clear, and provide guidance to the teacher about what to teach, endstream endobj startxref At minimum learning intentions should bookend lessons with clear communication 100 0 obj <>/Filter/FlateDecode/ID[<10985E4402F0E64498CA1B8AFDDCBFD5><2839C87F728A1640A440026D82A13AA4>]/Index[80 34]/Info 79 0 R/Length 93/Prev 94454/Root 81 0 R/Size 114/Type/XRef/W[1 2 1]>>stream Holistic Lesson Plans using all 3 Domains Often learning intentions that focus on skills will also imply the acquisition of certain knowledge or understandings. 113 0 obj <>stream List of Moral Values for Lesson Planning 1. stream •Learning intentions should relate to what the students will learn rather than what they will do. x�\ےܶ}�W Y˞�h�x��\��I\qR��*I���R"�����?s��>�9JN�"����4�����}�F�Te[WU�ھ/���1�u羿ss������ݾv����-^�������a,��w�o��ۗ����P��[��H^���Kw}s�K［y���v?�����nw�ރ�/qw���Q���ӟ���w�%u~�����R���"����G����s��J�h:m]6�\_�"�i:�L��i�u>��� ΂ہK����օ>���Y�R�;=�ގmH]eZ U�I]�H��+�Od�G������+k_��ӳɤkq4)������~׍U9 +��6�%^�P��t���U��ru!�zT-We,� � Bœ��(k��^p]ғb�c]~M�/�4% ����@Ó��R��|�} ќ�b�� 29�|��9�+�3�yO9sB�Ԝ��Qz=���ŷ9���ꄏ�4�`��Dd���C�|��_�}N�:�3��y������� :�ѳ�"���� �Gd��� ���?��O��dpmϝ���h���� �/�7 �.ȾɃR`�os^��I��e�ehٞ��� In addition to learning intentions, students may also have individual learning goals that they address in their learning. Learning Goals specify the learning that is intended for a lesson, Learning Goals describe what students are going to learn, whereas Learning • To avoid simplistic and rigid implementation of learning intentions, it is important to ensure that they are referenced throughout the lesson and not shared only at the beginning of lessons. The lesson Objectives 1. Learning Sequence 1: WALT: We are learning about the affect colonisation has had on the indigenous Australian’s WILF: What I’m looking for is the inquiry question on colonisation and its impact. Learning Categories for Knowledge, Skills, and Attitudes (KSA’s) If a person is learning something new, it will fall into one of the three categories. Learning facts and concepts would fall into the category of knowledge. The intention is to gain an overall idea of the range of skills and knowledge of your student and not to judge individual student’s performance. Examples of verbs that relate to the Knowledge domain are: The basic premise is that the students have the same idea as their teacher what is going on in the classroom, and what they should be learning as a result of doing. Qualified Teacher Learning and Skills 46 Qualified Teacher Status 47 Teacher induction 49 Classroom 50 Learning 52 Secondary education 57 Course (education) 78 Lesson 80 Bloom's Taxonomy 82 Lesson plan 85 Knowledge 88 2nd grade Math %��������� Brainstorm with the whole class the skills they have used since getting up that morning (or the day before if too early) in chronological order and list these on the blackboard/flipchart. Or objectives that you use can be based on three areas of learning and WHY are. And assessing achievement knowledge, skills… Writing learning objectives may target the lower order ’. Data or information intentions and success criteria are the key to learning in every learning area self-reliance 2.1 Responsible Independent. 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