This is a guest blog post by Shell Higgs. She is a freelance writer with many skills up her sleeve. She cannot cook or juggle, but she does specialize in writing about parenting, technology and education. You can follow her on twitter @higgshell or visit her blog at techeduchat.
To this day, I don’t know why I had to learn long division. While the actual process was taught to me, the motivation to learn and remember it was neglected, so I immediately went straight back to doing division in my preferred way.
We’ve all heard the words “why do I have to learn this?” usually accompanied by a groan. The lesson has struck them as being boring or difficult, and generally not applying to their life at all. This is where great learning goals are worth their weight in stress-free gold.
[clickToTweet tweet=”A clear learning goal answers the not just the what and how, but also the why of the lesson.” quote=”A clear learning goal answers the not just the what and how, but also the why of the lesson.”]
The why is a vital but often missed step. By revealing why the child should learn the subject or skill, you allow them space to assign value to the lesson. It connects the lesson to their world, community, belief and self-knowledge.
By framing your learning goals in a WALT/WILF/TIB format, and displaying them prominently, you can provide children with the opportunity to take ownership of their learning. It should be stated that this format doesn’t limit bonus learning from additional branches of exploration, it merely directs children to the high point of your intention. It might just be a springboard for a whole new project!
Here’s how it works.
WALT: Write learning goals that work. WALT is We Are Learning To…
In one short, snappy sentence, explicitly tell the children what they are supposed to be learning. Make sure to include an action verb.
We Are Learning To: ‘Explore narrative structures in classic literature’ or ‘Learn about bees and what they do’. If another person asks your child what they learned today, they don’t have to try and uncover the point of the lesson, they know exactly what they learned today.
WILF: Action verbs, explicit statements and links to the child’s world. WILF is What I’m Looking For…
This is your success criteria. How will the child know when they’ve learned the lesson, especially when the goal was to do something unquantifiable, like ‘explore’? What I’m Looking For: ‘Able to draw a narrative structure diagram’ or ‘Able to label a honey bee diagram and explain bee roles’.
By letting the child know exactly what success looks like, they are able to self-evaluate, and clarify their learning if required.
TIB: Learning goals assist students to become invested in the lesson and take ownership of their learning. TIB is This Is Because…
This is your opportunity to link the lesson to the child’s world and what is important to them. If the lesson is about physics, link it to how much they love skateboard tricks. If the lesson is teaching teenagers to be safe online, link it to their desire to connect.
A good TIB statement is a powerful learning tool. Even when you aren’t quite sure how to link it to them specifically, a little explanation goes a long way. This Is Because: ‘Knowing the narrative structure means you can write your own stories’ or ‘Honeybees are vital to propagating plant life on Earth’.
It’s not necessary to write a WALT/WILF/TIB for every lesson, or even change them every day. Some learning goals will carry across a whole week or even a term.