Provided by Lillian Blakeley
I have a problem with pupils who ask me after a lesson introduction and demonstration what they are doing in that lesson. In order for me to not lose my cool, I started writing out my lesson objectives and success criteria slightly differently… I added a middle column ‘Do’ so that I could write a list of what pupils need to DO to LEARN. The ‘Learn’ is always phrased ‘how to…’ and the ‘Check’ is always a question.
See examples below… If/when I get the annoying question ‘what am I doing this lesson’?’ I can simply point to the board or ask a pupil where they need to look to find out that information.
I keep all the slides and add to them so it becomes a series which I can modify and re-use.
It is also an easy way to differentiate – the Do-list can include extension tasks and move the lower abilities pupils quicker (it is the higher ability students who take the longest in Art).
In the classroom 