0:00 yeah fantastic so today's mini event is called creating lessons at work and it's all about writing and creating effective and engaging lessons for our students really important topic um and I'm really excited to hear what uh we've got what we're going to learn today um our first session is about writing lesson outcomes and then later on today we're also going to be finding out about writing lesson materials and then we've got a panel discussion as well where we've got some expert teachers sharing their tips and techniques on writing um great lessons um so we're going to be starting shortly um I'm going to introduce you to our first Speaker Robert you're here you're joining us today from Spain aren't you Robert that's right from the north of Spain yeah you're in San Sebastian is that right that's right it's a little
0:46 bit dark today but okay good great to have you here um all right so before we start I'm gonna just um introduce you to Robert and tell you a little bit about him so this is Robert Martinez he's a te teacher and a teacher trainer and he's been working um in numerous countries since 1994 and he's now based as you've heard in Spain um his passions in teaching are about language assessment integrating technology into the classroom and also teacher education um and he's also a Sela tutor and assessor so helping to train up new English teachers that's great um and he speaks Italian and Spanish and also a little French and Portugues is that right robertt yeah I was right very good okay so you've got
1:33 lots of experience of language learning so you know what it's like um to be a student as well which is great okay so we're about to start um the first session which is called writing great lesson outcomes um if you're joining us on Zoom then please use the chat for any questions that Robert asks us and the same on Facebook and if you're joining us on zoom and you have any questions for Robert we'll come back at the end you can write those in the Q&A and at the we we'll have a little time for questions and answers all right so I'm going to hand over to you now Robert um if you need anything I'll be here and I'll see you back at the end um for the Q&A all right thanks a lot okay thank you so welcome everyone really really um excited and a little bit nervous to see so many of you here some names I mean
2:20 there's lots of names in the chat and some some might recognize so thank you so much for being here thank you very much let me start by sharing my screen so that we can get started and we're going to be looking at how to write great learning outcomes today and you probably also saw on my social media that I wrote if you want to find out what fudge has to do with writing successful learning outcomes you may be think is like what's fudge Got to Do With It Well I keep that in mind because we're gonna find out uh how fudge can help us write really good learning outcomes so um our plan for today we're going to start with a quick poll and I'm going to be asking you to type in the chat box to answer um some of the questions that I'm going to ask you I want to try and make it as interactive
3:07 as possible okay so we're going to start with a poll then we're going to look at my learning outcomes for us today learning outcomes and lesson planning then hopefully we'll have some uh time for a Q&A and then takeaways and obviously Al as well credits so that's we give to Cesar what is Cesar so that we I I always like to do this also with my students to give credit when credit is due in terms of copyright images and things it's important especially in this day and age where you know there's the copy and paste generation right my first question for you let me open my chat so that I can see everyone when your answers my first question for you is how are you feeling about this session one two three words
3:52 let's see in the chat box um just to the room temperature ragda bianka thank you g Galina great uh o it's super fast so I can't read everybody's name but please know that I can see it okay um I'll read the ones that I can catch because there's lots and going really really fast thank you so much eager excited um interested uh delightful overwhelming excited curious oh my goodness that you're really charging out my batteries for the webinar thank you so much um Kim bethan um great oh my goodness goodness so many names fantastic excited new experience satisfied thank you so much and the second question one thing you're
4:38 grateful for is in this day and age with the world being upside down I think it's important that we you know find good things around us one thing that you're grateful for what is it that you're a teacher oh that's nice interprete uh Nancy health absolutely Cynthia uh great I need to start doing one of those fast reading courses because it is really difficult to keep up with everyone family that we are alive absolutely having a chance to be here today thank you um good grateful wonderful good I think it's important yes being a teacher nice nice weather improve myself education fantastic so let's remember to try and find always something positive
5:23 to for ourselves even when things are not so nice around us and also to share a little bit of love with people around us I think the world needs lots of that thank you so much thank you I'm going to share with you now my learning outcomes our learning out outcomes by the end of this webinar you will have Revisited because we're all teachers and we know pretty much we have an idea about learning outcomes um objectives and aims so we'll have Revisited the differences between learning outcomes objectives and aims and how these link to effective lesson planning and also we will have learned a nimonic Aid to remember the steps to make learn learning outcomes smart uh and we will have looked at some
6:10 ideas for lesson planning okay so we're going to start thank you again for the chat box it keeps going so thank you so much for for all your participation because that's really really um inspiring for me so let's get started with the what what are learning outcomes in the chat box How would you define them in a very very short sentence how would you okay how would you say okay for me learning outcomes are oh Marine that's that's really nice thank you Mona Bushra Cynthia um Naish please excuse me there are names that I mispronounce okay I'm just trying to make an effort to acknowledge everyone in the chat box if I can haa a Galina oh nice nice
6:58 achievable Sally Helen Iden Malik nisma wow yes sir thank you so much that's great oh Muhammad sne uhuh we're all around yes absolutely there's no right or wrong answer we're brainstorming and activating prior knowledge right to things that we know to just try and uh get an idea together and the second question what do you think is the difference between aims objectives and learning outcomes for this question I don't want you to write anything because I just want you to think about it we're going to look at it together okay so those two questions the first one you already got it there um the the think about the difference because this one
7:43 requires a little bit more typing I just want you to think about it what's the difference between learning outcomes objectives and aims okay I'm going to give you just 30 seconds to think about that because it's a little bit more complex I also do this in class with my students I'm currently teaching 10 11 year olds uh and so it's always useful to have the 3 to1 technique right uh so 30 seconds think great I can see the chat box keep going excellent some people are sharing it fantastic thank you so much so let's have a look so looking at these I have these three definitions a result that your plans or actions are intended to achieve something you plan to achieve or statements of what the Learners will
8:30 learn or be exposed to in a lesson and I have objectives learning outcomes and aims which ones do you think they are a b and c in the chat box now that we had a little bit of time to think you can write I don't know for example 1 a 2 B 3 c um the ones that you think let's see uh Haida okay uh nice Shia okay shiron thank you yes sir great Rashana lixia Asam Manisha remember if I don't say your name is just because it's so
9:16 quick that I can't catch up but I I can I can see the chat box and I thank you for your participation am Ali Sandra okay sah heart great oh my goodness you are fantastic so so much participation that really makes a difference thank you right so let's check together so aims are a result that your plans or actions are intended to achieve and we will don't worry we will see why this is important uh when we are planning our lessons and wri and learning outcomes you'll see where I'm going okay in a second the second one is something you plan to achieve is an objective and the third one is a learning outcome so statements of what the Learners will learn be exposed to in a lesson so most people uh had a pretty good idea about
10:04 what they are I know that sometimes the differences are a little bit blurry right so there you have it and this is according to the Cambridge Dictionary um online and remember that we also then have main nams subsidiary aims and any other types of AIMS in the chat box what other types of aims main aims it's procedur it may be possible for example when I'm learning my writing my my learning outcomes even though I'm celebrating 30 years in teaching I still write them because I think that that's really important it keeps me keeps my keeps me um active and and not relying on my own my experience um very good oh Sara's here Sarah caller she was on one
10:51 of my Sela courses many years ago thank you so much for being here Sarah yes personal auor and so main subsidiary person I think it's important that we also think about ourselves is what is my personal aim and then uh make sure that it goes into our learning outcomes as well right so we have uh aims as you can see then um objectives and learning outcomes and aims are uh that icon what does that icon make you think of um I'm going to be asking you lots of questions and asking you to participate in the chat box so please bear with me I want make it as interactive as possible what do you think this icon um represents I'd like using lots of visuals in the classroom as well with my students uh
11:39 long-term plan okay possible teaching okay what teacher SE um I Rafael Kine hassin Malika okay Sarah Sandra Monica thank you so much yes in in my view aims are more about the teacher teach so when you said teacher or what teachers teach is what I had in mind and they are also as opposed to objectives and there's like a noo sign there uh because when looking at the literature objectives can be as they are here in the middle so they can be confusing at least for me as a teacher when thinking of learning uh writing learning outcomes so uh aims are
12:26 about the teacher and they are what do you think that icon shows there they are any ideas timed the time okay they are very good measurable uhhuh timing achieve over time Circle broad great smart oh we're getting there we're getting there definitely thank you um yes monitor monitorable good so aims are about the teacher and they are prospective looking into the future what I want to achieve as a teacher but learning outcomes are what do you think if this prospective learning outcomes are
13:15 about excellent yes about the students and they are timing go going back they are what do you think oh my goodness I I love the chat box you guys are wonderful are retrospective right we're looking at uh what the students will have learned by the time we finish the lesson so for me as a teacher it really helps me see that when I'm writing something because I'm very hyper you probably noticed already that I'm all over the place in the classroom I need to remember that it's not about me is about the students is a student center approach that it is I want them to learn and so this this
14:01 distinction really helps me uh focus on them let's look at the uh very good yes absolutely H Juliana Norine lixia Student Center Nabil smart thank you arus that's right that's right iish that's right Ura excellent thank you so much let's look at the why why do we need learning outcomes for each lesson in the chat box why let's see why what about objective okay I says what about objective I as I said before that about objectives uh they tend to be in the middle so is it could be about the teacher or about the students and so U is easier or in the
14:48 literature it says for example uh moon in 2006 her book about uh teaching it says that objectives can be a little bit problematic and it's better to say aims or learn learning outcomes so that there's a clear distinction of who they are for okay great a wrot sign why do we need them to assess seam fantastic they work as a framework focusing Clarity oh you're you're me everyone you are all mentioning different parts of what we're going to be look at fantastic thank you so much why do we need learning outcomes for each lesson Jones in 2016 mentions two main reasons what do you think this icon represents in the chat
15:34 box I'm I'm trying to I'm going to be using every icon has meaning it's not there just because and also to make you think I do that a lot with my students and they love it Focus very good perspective mon attention Vision fantastic Focus um o it's so fast I can't keep up but I'm trying to focus awareness eye opener eye connection observation that is awesome thank you so much yes for clarity of purpose and for a predictive Focus uh in learning that's why learning outcomes is are important this is these are two of the reasons right another reason what do you think in the i in the in the chat box what
16:19 does that uh icon do you% what do you think I had in mind uh Clarity of purpose assessment okay evalu a assessment worksheet uh plan accordingly materials supervision measurable assessment research fantastic for uh clearly sta learning outcome lesson outcomes allows us to assess you all were right the intended learning of each lesson with greater accuracy I can tell at the end of the lesson when I'm reflecting about what went went went well and didn't go so well um what was it that uh didn't go so well and why right or also what went really well and why because I can then try and replicate that later thank you
17:06 so much Cynthia alixia um Marine withad thank you Emmanuela fantastic what about this one why do we need learning outcomes oh there you got it yes refile you got it so good everyone fantastic let me see keeping an eye on the chat Bo for our benefit absolutely ensure the syllabus focus focus a student Focus yes they help us focus on the Learners and what we want them to achieve in the lesson and it this is espcially important for me as I said before because at the beginning of my teaching career I was very very teacher centered because I thought I needed to keep them busy and entertained and laughing and having fun but remember that that
17:52 doesn't necessarily mean that they're learning so it was a really useful way of turning it around and making making sure that the students are at the center of all activity so good learning outcomes help us they help us focus on Learners and what they we want them to achieve and what about the next one this one there's an expression connected to this icon why do you think we need learning outcomes there's an expression there's an expression I'll give you a hint motivations piics might fly Helen okay right achievement for progressiveness progression okay well good good excellent thank you so much everyone
18:38 this is just fantastic to have you participa in so much to be real to be realistic because pigs don't fly right so my how many lessons do we have in a day usually my in my team I'm the director of studies and director of one of the buildings where I work and I have 13 teachers with me and they have a very very busy schedule right so they have between five and six or seven on some very busy days maybe even seven lessons so how realistic is it to plan full lesson plans for all those lessons it is not realistic right so we're unlikely to be able to plan full-blown lesson plans for all our lessons so oh good thank you so much four or five lessons a day two three I
19:25 can see in the chat box four five a I would say on average of like four or five one three two lessons great great thank you so um it is unrealistic and what I found when I was still teaching full-time was that for me it was more realistic to write very detail lesson outcomes packing the whole lesson in the learning outcomes it is possible I'm really excited because I want to share this with you it is possible to pack a whole lesson when writing your learning outcomes okay then the next one why do we need learning outcomes we're almost there another idea in the chat box what do you think my icon was trying to convey uh digging keeping in track a
20:12 strategy a map a guide road map help teachers absolutely thank you so much yeah Marine thank you uh Mala Siam briian Helen Fatma Manu Rema thank you Patricia absolutely yes oh absolutely yes because they provide a solid and clear road map for the lesson for me um because we are part of IH and also part of equals it is policy that we have to share our learning outcomes with the class obviously you we're going to look at how to do it with younger learners but it is useful for them to see what's going to happen what the road map as you were saying is going to be in the lesson and uh what about this one we have we're
21:00 almost there with my why the reasons there's lots of reasons for uh having good you know writing learning outcomes uh information Gap good Haida um scaffolding finding every piece absolutely yes uh so so I'm sorry I couldn't pronounce your name um Heather rodo thank you Foria uh Berlin Ahmed excellent that's awesome yes they are learning outcomes they are an entry point for adaptation for our materials right and basically they provide clear evidence of what we and our Learners are able to achieve um or not in a lesson and I think that
21:47 that's really important especially for busy teachers like we are with uh either different classes or when we have for example I have only one class uh because of I'm also director of studies so also dedicate my time to observing teachers uh working with them and and you know doing lots of things absolutely thank you so much right so we can I guess we have plenty of uh reasons for why um if you agree this is something a technique that I use when I'm teaching online if you agree that we have lots of reasons good reasons for learning outcomes I want you to write the name of a fruit in the chat box if you don't agree write the name of a
22:33 sport okay lots of fruit and lots of people listening absolutely so this is a technique I use when I'm teaching online to make sure that everyone is listening because obviously is it you need to listen and understand the instructions to be able to write oh wonderful strawberry kiwi grap SP Apple fantastic thank you so much right let's move on then to the h how do we write good learning outcomes and here is where remember what I said at the beginning what what's he making it's not chocolate what's he making it's not chocolate let's see if some people remember or were looking at my thank you yes oh wait wait wait I want to see who was the first one Carmen and Sarah
23:20 absolutely fudge so um here we go I want you to pay attention carefully to this when we won first Harold Cooks I know you're thinking I'm going crazy but I'm not this this has something to do so remember when we want fch Harold cooks and we're going to see how this ties in with learning outcomes you may be thinking that I'm completely crazy but I'm not you'll see so let's recap very quickly learning uh aims and learning outcomes right so we have aims that are prospective and so for example to learn uh about the present simple to learn the present simple that would be right then learning outcomes in this
24:07 case for example by the end of the lesson I don't know why the um the icon is on top by the end of the lesson the Learners will have been exposed to the present simple by listening to a text about my routines which one do you think is more useful for the students aims or learning outcomes in the chat box I know that some people are going to say Robert there's too much meta language in those learning outcomes I agree but we'll see we'll see in a minute okay well I know thank you yes absolutely yes it because someone mentioned before if I look at those learning outcomes I can actually measure them right I can see some things that by the end of the
24:52 lesson whether I was able to do it uh do those things or not right so let's move on and can you remember what the chant was in the chat box can you remember let's see if you can remember it was about fudge but can you remember o awesome people got it wonderful so this is also a pneumonic Aid right to help us wonderful yes yes a lot of you got it excellent when we want fudge haral Cooks keep that in mind because this we're getting there okay it'll make sense in a minute but it's fantastic to see so many
25:38 people remembering it which means it works right I do the same thing with students maybe not about learning outcomes because they don't need to write learning outcomes but about pneumonic AIDS in the classroom to help them remember things so learning outcomes by the end of the lesson the Learners will have been exposed to the present simple by listening to a text about my routines right and Pereira 2018 this is where I learned uh about learning outcomes uh six different elements that makes them very very good and what led me to create this pneumonic Aid okay so by the end of the lesson we have when right the Learners who will
26:26 have been exposed to What would you say if by the end of the lesson is when the learner is the Learners is who will have been exposed to what would you say is that in the chat box oh seam great Melena Sarah Unice R yes what the present simple what do you think is that what would you say is that let's see okay how object fact for what close what happens when [Music] we starts with an F very good you got it you got it okay so is that would be my focus by listening to a text what would you excellent
27:14 everyone you are ahead of me how and about my routines would be what do you think is my routines what what what would you call that yes how absolutely and then my routines topic excellent context you guys are fantastic So This Is How They are smart remember what smart stands for when we talk about learning outcomes can can we can you write it in the chat box smart so specific M very good specific measurable fantastic everyone uh measurable a achievable great yes are relevant or realistic very good and
28:02 T time bound my goodness you are awesome so here you go these are the six elements and when we talk about Harold when we W fudge Harold Cooks so what can you see here was that W what's this can you see the Rel the pneumonic working now absolutely so there you go when we want fudge hyal cooks and when I'm writing my learning outcomes I write them and then I chant it to make sure like my checklist um I have my when my who my what my focus super important my how are they're doing it and my context right
28:51 really really useful I I use them whenever I'm writing either learning outes for a session or for uh for a teacher trading session or for my own lessons Okay right so let's move on by the end of the lesson the Learners will have been exposed to and to the present simple by listening to a text about my routines this is just a learning outcome that I chose for the sake of demonstration okay how can we improve these learning outcomes in the chat box what what would you add if anything let's seees Okay activity Khalifa thank you Vo Leah Alexandra haid alixia Antonia a vatri Nuru magdalina Anastasia
29:37 Nim okay good absolutely yes Lots yes yes yes yes you guys are on fire absolutely yes so let's look participating fantastic Bloom taxonomy oh so important absolutely I have another pneumonic Aid to help me remember which which is it doesn't make very much sense it's more like an auditory one is all the initials for remember understand analyze apply evaluate and create right it's very simple and very useful excellent thank you so much so look at this look at how I improve them by the end of the lesson the Learners will have been exposed to the present simple positive and negative form of I
30:24 and we because if we say the present simple it's c much it becomes difficult to measure uh the present simple what uh questions negatives uh statements uh third person what uh so if we make it more specific positive and negative form of a i and we for at this stage by listening the how becomes even more specific about a to a text about my routines so that it is relevant and is realistic and used it to speak first and then write about their routines that's the relevant link and that's when they actually start have
31:10 lots to say because it's about them you've probably agreed with me that sometimes you do an activity in the book and it's just irrelevant to the students I mean and this and and if we do it the way it is it just P flot right because they don't see any connection so another thing I love learning writing uh learn writing learning outcomes that are very detailed like this one because it helps me make sure that I'm finding those uh details that will help that will make sense for my students right right so can you remember the nemonic aid I'm I'm this is Recycling and this is checking that we got it and I'm I really want you to go away with the with this umic eight in the chat box
31:58 very good yes thank you Dr Sheila oan Athena uh D kulak Alia good Carmen fantastic yes when we when when when we want fge Harold Cooks when we won fge Harold Cooks now I created um a series of um short videos I have a YouTube channel and I create videos for teachers and I create a series on neonates like this one so make sure that you um check them out um I think um Sanita is going to share my um YouTube Channel's handle is learning together with Robert it is very simple
32:44 uh learning together with Robert so do check it out and do let me know if you want me to make any videos for you because that's how I interact with teachers all over the world and they say oh Robert can you make a short video about something and I do okay thank you very much oh thank you Sanita very much for that I appreciate it right let's move on learning outcome so we have this one we have it here now can we write subsidiary aims remember I personally when I started teaching I had trouble understanding what subsidiary aims were and I was like oh they I I really don't how do you write subsidiary aims what are they so subsidiary aims is whatever we do to support the main Aim so how can we um what would be some possible
33:33 subsidiary aims let's try it together there's no right or wrong answer and I'm going to sh share with you the ones that I think would probably work for this learning outcome let's see in the chat box uh what do you think what can we do to support the main learning outcome that we have there okay let's see uh in the chat box so many people thank you so much 622 wow thank you thank you so much for being here with us today uh let's on planning practice just listening varied tasks giving lots of examples practice examples thank you yes sof for connect to the lesson plan oo okay yes extended
34:19 activities extension doing dialogues about the present perfect TBL anticipating thank you so much I have this one my subsidiary aim would be to introduce veres for typical daily routines because they will need these to talk about the routine so get up have a shower have breakfast go to school go to work take the bus watch TV go running so typical daily routines right so that this this would be a subsidiary a supporting helping me achieve my my learning outcome also to speak and write about their and hour so only I you we and they typical routines
35:06 because we know that he she it are problematic so we want to be able to work on things that are they can see some sort of pattern first um before we actually introduce the rest so that they don't it's a little bit easier for them to maybe make more sense of that those verbs that don't change don't have any changes yet um before we actually have it we the following lesson could be the continuation on focusing on he she and it right so for example I usually talk about my my dog I mean my late dog uh but for me he's still alive in my heart um and then show show them pictures about my dog and the activities that we used to have and uh to do together and that helps a lot okay great so quick
35:51 recap one thing that's caught your attention so far in the chat box one one thing that you say hm that that's really caught your attention that you really made you think um so far in the chat box okay fudge absolutely subsidiary aims learning outomes neonic fud Harold yes questions and answers fud beatric Alia okay typing okay eye contact uh learning outcomes learning outcomes harl element of learning outcomes oh your channel thank you thank you so much uh um Anna thank you uh chant yes it's it's
36:37 useful to appeal to their senses and I I teach both adults and Young Learners it's not that I treat adults as Young Learners but I use the same things and sometimes you go like oh that's a little bit childish no I've used it with teachers like doing the chant and I'm the first one to be happy to feel or look silly because it's going to help us learn so absolutely absolutely how to engage with learning it's fantastic thank you so much let's move on now before I said uh in the chat box what do you think I want to say here and I'll give you a hint before uh when we were talking about learning outcomes uh I said yes I said some people may say Robert you cannot share
37:23 those learning outcomes with the students there's too much meta language so what do you think here what do you think communication interaction asking assessment collaboration communication instructions Okay g mova Ella Roa Z rard Anastasia Leon Sona oh super fast the chat box ah okay magdalina Katarina y sh great yes so basically how can we share our learning outcomes with students so that they are accessible to them well the key is to making them accessible to students is to Walt them what do you think W stands for in the chat box I'm
38:09 making you work hard today AR I okay what do you think Walt means what do you think to make the learning outcomes accessible to students so that we grade them we translate them into language that they understand uh good okay yes good um uh possible yes absolutely absolutely feel I mean there's no right or wrong answer and the whole point is participation that we're bouncing ideas off each other right we absolutely yes absolutely so we are learning too so for the younger ones or people in lower levels where they don't have so much linguistic resources to understand more complex ones then we can just say well today we're learning to use the present simple to talk about routines we're
38:55 learning to speak and write about our our own routines right so fantastic let me see topic and interest I'm keeping an eye on the chat box at the same time okay great okay so now it's your turn one last time what is it good question Alexandra we'll we'll look at it in the Q&A in a sec um thank you for your question so what was it one last time to make sure that we recycle recycle recycle something we should do throughout the lesson not just from one lesson to the other but within the lesson we can recycle a lot oh guys I love you you're so cool everyone remember so you know it
39:42 works great so we can do that with our students as well when we R fud Harold hooks when who what poers how and cont excellent thank you so much everyone right so the let's we're getting to the end so that we can get answer hopefully answer lots of questions finish the sentence in the chat this is my takeaways right so what are your takeaways so one thing I'm taking away is what what would it be one thing that you are taking away from this session today before we go we dive dive into the Q&A
40:28 the chant quality caring repeat repeat repeat energy homework F oh my God I love it Walt chant uh differences the fudge energy uh CH importance uh I can keep up I just love it uh more give us uhuh okay be specific focus on Learners repetition world uh when Harold when we want PUD Harold haral Cooks new knowledge and motivation to be a better teacher neonic fantastic so many oh thank you thank you thank you thank you that's really uh inspiring delicious fudge absolutely remember whenever you're planning your lessons think of fud
41:14 you'll remember what learning outcomes are focus in motivation fundamentals always keep in mind the learning outcomes CPD absolutely the approach right using pneumonics and interaction oh okay yes Walt concept outcomes thank you WT okay oh my goodness tons tons of things so thank you so much okay so before we move on I just want to give credit to you so thank you for your active participation we're going to go into the Q&A in a second uh we need to give credit first I always tell the students the same thing you know when whenever you do anything for work or for school
41:59 we need to give credit so thank you for your participation references that will be available as well on the the things that I um inform myself to prepare the session uh and now let me stop sharing so that we can go and address some of the questions um let me see let me open the Q hi Robert thank you thanks so much for that that's great thank you you um so many ideas and uh lots of great energy and thanks also to everyone who's participating in Facebook and on Zoom um so we're gonna move to the Q&A now I know there was a question that you mentioned in the chat from Alexander I think it was who said um how do you encourage student agency so I don't know
42:46 if that was referring to um if you get student involved students involved in creating lesson outcomes or does it always come from the teacher right um 99% of the time it comes from me because as you know like teachers we have a syllabus and we have a program and we have to somehow although we don't go through the book just through the course book like one two three four five six seven eight um we do have that uh freedom to make it more realistic for the students so most of the time they come from me uh in terms of what I'm doing to cover the program um it's a good it's a very good question I think that to get them involved with writing learning outcomes I would probably do it as I said before
43:33 we use Walt or I use Walt we are learning to to to grade my language and to grade the learning outcome so that they are accessible for students so I imagine that if I to use learning outcomes write them with the students I would probably do it from B2 and above because then they I think they have enough linguistic resources to then be part of it I think I would do stud I also had a little bit more freedom in terms of what to cover because unfortun most most of the classes are they preparing for an exam you don't have very much time and and so there isn't that much flexibility but I think it is a wonderful question and and definitely if the conditions were right I would definitely get them involved in at
44:19 higher levels right we well actually for example you I just um covered a a Class A a uh an advanced class where they had to prepare a presentation that would be a good opportunity to write learning outcomes what is it that you want to achieve by the end of your presentation so I think that would be definitely that would definitely be a good opportunity yeah and I guess in that way what you just that example you just gave like if you ask students to come up with their own outcomes for presenting doing a presentation for example would you then ask them to kind of use those outcomes at the end to maybe assess their peers or self assess so they're kind of writing their own outcomes and then also self assessing if you like absolutely I
45:04 could wait until the end once they're written because peer assessment is so useful I I would something I did a couple of years ago was with a with an advanced group uh was to get them to once the learning outcome was written to turn it into a uh checklist right yeah so they're actually that's why I'm convinced that good learning outcomes can actually pack in a whole lesson yeah yeah yeah yeah so you can actually kill two birds with one stone because if you turn those very detailed learning outcomes for that those students wrote for a presentation for example and then as them to give them just a checklist with three or four it doesn't have to be too many for them to check right so I don't
45:50 know by the end of my presentation I will uh the the audience will have participated asked a question uh I don't know then those could be part of the criteria yeah I guess that's really motivating for students as well because they're kind of saying right this is what I'm going to do and they do it and then they can say look this is what I have done and they've got evidence to show what what progress they've made or what learning they've yeah and it is their ear while they're doing the presentation they have those checklists for example something I do is I have um a an A4 with divided into four uh sections and each section counts up to 10 and is always empty and I copy them and cut them up and they're like basically a fourth of an A4 piece of
46:35 paper because I always start my lesson with an a a quiz a 10 it 10 quiz which is very quick just they have the 10 spaces some sometimes is always about the previous lesson or the previous lessons it could be in any form um I describe something and they need to write only one word or they actually have the create the first five and then they shared the class um so it's that kind of also check like like check list you create them empty with only three or four spaces and then you share them uh with them and they are the ones filling them in so this is something that um they were you know ties in with agency is not all coming from me it's also coming from them yeah I understand
47:23 yeah so it's a way of recycling outcomes from the previous lesson basically yeah that's um interesting I think as well I like what you say about I really like what you said at the beginning about um kind of being realistic about lesson planning I mean as a teacher lesson planning is always the thing that takes up a lot of time and can cause you know extra work and and sometimes stress um so I like this idea of kind of getting your lesson plan from the learning outcome and having it all in there I mean that's that's great I think um and I think a lot of teachers you know anything that can save teachers time when planning lessons is you know and make lessons is great um yeah somebody in the chat here Patricia has asked could you highlight again the main difference between the aims and the learning objectives um so can you just be clear
48:09 about that also this person says thank you very much for your energy and enthusiasms so aims are about the way I help myself remember the difference is that ases is about me as a teacher I want to teach the present perfect I want to cover the present perfect for example while the learning outcomes is not about me it's about the students by the end of the lesson I want my Learners I want the students um so by the end of the lesson the students will have been exposed to and I don't like using learn the word learn because it's how am I going to check that they have learned it is it's a process so I tend to say will have been exposed to and used the present perfect to talk about uh something they
48:56 have done recently in their own context first spoken and then in written form for example so for me that's differ as is about what I want to do I want to cover the present perfect for recent activties and in their own context then I take that and I kind of like put it through the student lens and then what is it that I want them to have achieved that I can actually measure myself like self assessment yeah okay I want them to do first speak and then write and I want to focus only on recent uh present perfect for for example recent uh events something they don't recently they are happy or unhappy about so it's like a
49:43 checklist myself rather than trying to cover everything that is on the book yeah I think that's that's really really important actually because I think just having something very simple and very focused I think sometimes try and do lots and lots of things in a lesson but also making it okay what what is it that the students are going to learn I think sometimes we lose sight of that when we're thinking about okay what have I got to cover today um and rather than thinking that thinking about what the students are learning I think is is great okay um we also got a question from Facebook from Muhammad who is asking about exit tickets I don't know if that's something you use in your class and his question was um Can these um contribute to learning outcomes in terms of um accountability to sort of you know again measure if if the outcomes have been achieved would you use that or can you explain for people
50:29 who don't know what that is absolutely so for example that's a great question so for example I was just thinking maybe the subsidiary aim would be to use an exit ticket exit tickets are activities that we do right before the end of the lesson just to do an extra double check of what students got so for example something I did uh this week with my um group of girls I have a group of of girls in class and they're 10 11 years old and we were looking at directions and I like to use appeal to all the senses so we were looking at turn right or turn left um go straight on um there were four different things and so at the door before they left when they get ready then they we need to have a
51:16 routine with your learners so their routine is that they pack everything up they get in in a line in front of me right before we we go and then I ask all of them something different right about the lesson um something so I would say okay you give me directions I left on the on the on the on the iwb on the interactive whiteboard I left the little map that was in the book I didn't have to create anything and then I said okay I'm here I want to go there tell me and then I physically turned around and if they did it correctly they can get out of the room it takes right two minutes it takes two minutes literally so definitely yes yes yeah this a great way of very very quickly and Visually checking that that the outcomes have been achieved I guess okay we've got
52:02 another question here in the chat on Zoom from sjad I hope I'm pronouncing that correctly um they're saying when writing are learning they they're talking about the fudge pneumonic which I think we all enjoyed it's made me hungry it says when writing a learner outcome the when is always by the end of the lesson and the who is always the Learners or is there any other way of writing these two would they always be the same that the when is always the end of the lesson and who is is the learner that's an excellent question I would say that because as a teacher we work within the constraint the time constraint of the lesson then uh the when I mean I tend to write my learning outcomes for the week like a scheme of work my weekly scheme of work because that helps the how much I managed to
52:49 achieve in that lesson whether I did or whether I need to actually continue on the following lesson so I General I would say that it doesn't it it very much depends on the context right um I would say that personally for me it is right there for my lesson by the end of this lesson this is what I want to achieve my Learners have achieved a b c and d That's it okay was the when in there and the and the the the who is always the learn who I would say so because the thing is that you know I when when I did my Sela in 1998 long time ago I was it was all about me because I'm I'm hyper and I'm you know I was like oh I need to keep them busy and entertaining but without
53:34 realizing that I was making it about I I was the center of attention really and and when it it was it hurt a little bit to realize I received feedback that was a little bit hard but I but it made me understand that it was not I didn't have to do that that is more important that they the ones that need to learn English not me and then they to get agency they need to get involved they are the ones that I'm constantly thinking if I was doing that I would probably be bored because I'm hyper so how can I get myself out of the picture put them in because that gives me time to listen to monitor to support to facilitate and they are all working at the same time yeah I mean I think
54:21 that's when you're talking about outcomes outcomes are about the students aren't they it's about the learners so that kind of is a good way you say keeping yourself focused on on making it student centered or learner centered um there's another question here from Samia who said says does every learning outcome always have to align with the syllabus won't other byproduct outcomes be enhancing the overall lesson so it's kind of do you ever find I guess the question is do you ever find that there's outcomes that you haven't really thought about that come out of the lesson absolutely yes I mean it in general because as I said before we're kind of constrained by the syllabus because we you know there's so much we need to cover by the end of the school year and obviously we work that um
55:07 sometimes yes you see that when they are executing an AC they're doing an activity or something you be like oh that's so good uh that's probably linked to the speaking part that I that was not really the that I didn't include in the in the learning Aim so very often what I like about putting the students first and that allows me to step back I think one of the main advantages is that we can become more reflexive and reflective can become more aware of what's going on with them and that is all for me is the only way that we can actually see whether the learning outcome works and whether there are other by sub products or byproducts that as you say because we have time to see it in action and then
55:54 realize what's happening when when we work in a very uh teacher Center approach and we're the ones asking all the questions then we don't have the time and it's always one student only answering question one question one by the end if I have 20 students I speak 20 times and the students speak only once yeah yeah sure sure okay we got another um great question here from rodulfo who's um saying when you write learning outcomes in the outcomes that you showed us or in the they were based on uh kind of grammar or vocabulary outcomes um but Rolph is asking do you classify them according to cognitive psychomotor or effective type of learning outcomes so other kind of outcomes not just focus on
56:39 language but maybe on other aspects of of teaching excellent question that's a really really good question someone mentioned Bloom stomy and I always I have a um there are lots of uh uh blooms uh taxonomy verbs action verbs uh on the internet I have one from uh a university in the US that I I I have on my screen to help me remember this specific action verse that I want when I'm actually writing learning acons because I think that really helps me make sure that I'm tapping on those different areas to be honest I don't necessarily think only of
57:25 the or psychot because what I try you know Active Learning right is trying to make sure that students are involved and in all possible ways so for example in a lesson in one of my lessons students will never sit in the same place throughout they will change at least once they will stand up at least once so that's the psychot side of it the C side um then pneumonics I try to use Lots pneumonics I use lots of um uh body language so to appeal to their um muscle memory so for example when we were looking at prepositions uh so this is my this is me and then so opposite in front
58:12 of next to on top under So and I've asked them to do it sometimes you know they go like yes they repeat but they don't do it I say no you mimic it with me because I want to appeal to that um muscle memory to help them uh go the extra mile and my exit ticket last week uh yes last week was that so in order to go out you need to correctly identify the prepositions opposite in front off next to um on under behind yeah that's great yeah and I suppose as well it's nice to have I like the idea of having an outcome that could be more um for example you know uh improved learning confidence or increase their empathy or
58:58 something like that that's a really nice idea yes fantastic okay I'm afraid Robert we have run out of time but thank you so much for that very high energy great ideas um fantastic um I think all the teachers in this session we'll be really grateful to you for all those fantastic ideas um so thanks so much for the audience on Facebook and here in Zoom uh we'll be having a short break now and then we're going to be coming back for our next session which is all about writing your own lesson materials um and also just a very quick reminder that we've got it's your last chance to sign up for our teaching English training course on planning courses um you can enroll until the 24th of March and you've got to the 31st of March to finish that course so if you go to our training page on teaching English you can find out more information about that
59:43 yes I of course I did most in the teaching in uh learn making time for research in the classroom yes not recommend it enough I think I did on my Facebook page so please sign out for fastic brilliant regardless of your experience we never stop learning no fantastic thanks so much Robert and thanks for that great session and thanks to everyone and we'll see you shortly
