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to the Beginning of a Lesson In a Classroom
Rahmawati Othman, Mastura Kamarudin, Ruhil Hayati Zulkafli, Shiela P. Mailrawanan
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Learning objective is a critical component of instruction with two important functions that
include providing teachers with some guidance when selecting suitable teaching methods and
instructional materials; and help the students to focus on what they are expected to learn.
Success criteria on the other hand will be the indicator of how the learning objectives are
going to be achieved in a teaching and learning session. Thus, this study aimed to describe
the effectiveness of telling students what is important in learning, what they are learning and
to ensure appropriate reflection of the lesson in order to move towards better teaching and
learning environment specifically in the English Language classroom. The design of the case
study was to ascertain the relationships of using Learning Objectives and Success Criteria to
move towards better teaching and learning environment in the classroom. Data was obtained
from the teachers through interview protocols and observations done during lessons in the
classroom. From the data gathered, themes were identified and data triangulation technique
was performed to determine the validity and reliability of the results. The findings showed
that it is vital to begin the lesson by sharing the learning objectives and success criteria with
the students to create an appropriate learning activities as well as letting the students to know
what they will be able to do upon their successful completion of the lesson. Subsequently,
this study hopes to shed light to all teachers in order to raise awareness about the importance
of using learning objectives and success criteria.
Keywords – learning objectives, success criteria, effectiveness
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1. Introduction
Teachers often have a good idea of what they want to accomplish in a lesson.
Research shows that teachers who are clear about what they want their students to learn as a
result of each lesson have a higher impact on their students’ results. Additionally, children
are more driven towards accomplishing any given task if they are aware of the lesson’s aim
(Chappuis & Stiggins, 2002 and Clarke, 2001). The aim will enable them to decide on how
the task should and could be completed. Therefore learning goals or learning outcomes are
very significant in a classroom.
Learning can be made easy once the students are told of their learning intentions, why
they must achieve it and how it could define success in their learning (Chappuis & Stiggins,
2002). Clarke (2005) also points out that, learning intentions are what students thought they
were learning. Learning intentions describe what it is we want students to learn in terms of
the skills, knowledge, attitudes, and values within any particular unit or lesson (Hattie, 2009).
Students can hit any target they can see that holds still for them (Stiggins, Arter, Chappuis &
Chappuis, 2006).
Learning objectives state the observable and measurable behaviours that learners
should exhibit as a result of participating in a learning programme (McKimm, 2009).
Focusing students’ attention and activity is a core part of evidence based teaching. Time is
precious, and you need to make sure that you spend it wisely. As a teacher, one has to choose
what activities to include, and which ones to leave out. We cannot do this well if we are not
clear about what we intend our students to know and be able to do by the end of each lesson.
2. Background to the Study
There is a need to see learning objectives and success criteria as they are used in the
field of teaching and learning. Within the classroom situation, as a teacher starts a lesson,
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students are supposed to be aware of what they are going to be able to do as a result of the
whole lesson (Combs, 2012). That is where learning objectives becomes crucial and they
need to be written in behavioral terms. On the other hand, success criteria according to Clarke
(2009) reminded students of those areas in the task that they need to focus and explain how
the learning objectives will be achieved.
2.1 Learning Objectives
The terms goals and objectives have been used by different people in different ways.
In the research and theoretical worlds these terms tend to be used interchangeably. However,
the focus is on daytoday classroom instruction (Marzano, 2009). The key difference of
learning intentions and learning objectives is that learning intentions can relate to a broader
range of tasks, including assignments, units of work and even yearly overviews. Meanwhile,
generally, learning objectives branch from lesson objectives which are broad statements that
reflect general goals and outcomes.
As teachers, we want our students to become independent and selfdirecting learners.
Thus to achieve that they have to undergo a developmental process beginning with the
teachers informing the purpose of the study. Learning objectives conveyed to students the
destination for the lesson in terms of what to learn, how deeply it is for them to learn it, and
exactly how they must go about to demonstrate their new learning (Moss & Brookhart, 2009
and Stiggins et. al 2009) .
Learning objectives are supposed to be shared with the students at the beginning of
the class (Combs, 2011 and Hattie, 2012). According to Combs (2100) they do not
necessarily be stated in the behavioural terms but most importantly the students should have a
clear understanding of what is expected to be learned in the classroom for the day. In
agreement to this, Hattie (2012) stated how visible learning and teaching occurs when
teachers see learning through the eyes of students and help them become their own teachers .
There is a great importance in telling students what is vital in learning, what they are learning
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and to ensure appropriate reflection of the lesson in order to move towards better teaching
and learning environment specifically in the English Language classroom (Clarke, 2009;
Combs, 2011 & Bannister, 2002).
The intention for the lesson is one of the most important things students should learn.
Without a precise description of where they are headed, too many students are "flying blind."
(Moss, Brookhart & Long, 2011). Learning objectives are competency based as they
designate exactly what students need to do to demonstrate mastery of course material. The
objectives are also considered as specific statements of what the students will be able to
perform at the conclusion of instructional activities. They describe exactly how well we
expect them to learn and how we will ask them to demonstrate that learning (Moss, et. al
(2011).
2.2 Success Criteria
On the other hand success criteria are targeted statements about expected student
performance. As Clarke (2005) pointed out, success criteria summed up the key steps or the
ingredients the student needs in order to link exclusively to the learning objectives. In
www.schoolportal.co.uk it is mentioned that success criteria need to be displayed in the
classroom and briefed to the students in order for them to know what to be done to
demonstrate success as far as the lesson was concerned. Nevertheless they provide a visual
prompt for the students as well as the teachers during the course of the lesson.
Clarke & William (2009) stressed the importance of telling the students the success
criteria before moving on with tasks in the classroom by listing down what the students
would gain that include keeping track of what they have done, knowing the teacher’s
expectations, doing selfevaluation against the criteria and asking for help when necessary,
marking their own work with response partners as well as working confidently with other
since everyone in the classroom share the same success criteria. As Hattie (2012) posits,
teaching and learning are visible when the students know what to do and how to do it.
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Teaching and learning become visible and both teacher and students work together to attain
the goal, provide feedback and ascertain whether the students have attained the objectives
through accomplishing the success criteria.
3. Statement of the Problem
One of the requirements in realizing the 21st century learning style in the classrooms
is to state the learning objectives and success criteria, display them and discuss with the
students before beginning a lesson. The focus is to ensure that students are aware of their
learning and enable them to check on their progress in completing the tasks provided during
their learning sessions. Tyler (1934) cited in Combs (2011) wrote about the importance of
having learning objectives set by teachers to check on what the students are able to do with
the knowledge given during lessons.
Though we are well about sixteen years into the 21st century and have been outlined
by the Malaysian Education Blueprint 20132025 in strategizing our educational practices
particularly in schools, teachers are yet to get a good grasp at sharing learning objectives and
success criteria prior to beginning their lessons in the classrooms. More often than not, the
lessons start without giving the students any significant hint on what they are going to learn
and what are the expectations in terms of students accomplishment for the knowledge
imparted.
It is crucial for teachers to understand that a lesson is futile without learning
objectives and success criteria being shared and discussed with the students prior to their
teaching and learning sessions. Stating the learning objectives and success criteria would be a
clear way of informing the students of what they are expected to achieve for the lesson
outlined for them.
4. Methodology
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This paper presents a study using structured interviews with English teachers from
four districts in Negri Sembilan namely Rembau, Tampin, Kuala Pilah and Port Dickson. It
applies the content analysis of the interview data. The study utilizes qualitative research
methodology involving a sample of 20 teachers as purposive sampling who are currently
undergoing coaching and mentoring process with the School Improvement Specialist
Coaches Plus in the respective districts. The participating teachers are encouraged to follow
the 21st century learning style when teaching and that include stating, displaying and
discussing the learning objectives and success criteria of their lessons with the students.
The interview questions were divided into 3 parts, A, B and C. Under Part A, this
study seeked to find the teacher’s knowledge on learning objectives and success criteria. The
questions include:
1. Describe your knowledge on learning objectives and success criteria.
2. What do you include when you write your learning objectives?
Part B concerns the planning of the learning objectives and success criteria and the questions
are as the following:
1. What are the steps that you take when writing learning objectives and success
criteria?
2. How do you view the incorporation of learning objectives and success criteria in the
21st century learning style? Describe the 21st century learning style that is most
effective for your students.
Part C is about the improvement of lesson quality and below are the list of questions:
1. How far do you think learning objectives and success criteria are helpful in your
class?
2. Describe what you consider to be the successes of learning objectives and success
criteria.
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In order to check on the implementation of the learning objectives and success criteria
in the classrooms, peer observation took place in five primary school classrooms. While
observing, the observers are asked to refer their observations to the checklist given that listed
down what to be looked into. The checklist is divided into two parts that are (a) Learning
Objectives and (b) Success Criteria. There are five elements listed under each part as
described below:
(a) Learning Objectives
Displayed in the classroom, Discussed with the students, Relevant tasks given,
Students refer to the displayed learning objectives, Learning objective(s) achieved.
(b) Success Criteria
Displayed in the classroom, Discussed with the students, Related to learning objectives,
Students refer to the displayed success criteria, Success criteria accomplished.
5. Findings
This chapter addresses the analysis of data collected from 20 interviews of English
language teachers employed in four districts. The study explored the perspectives of the
teachers on learning objectives and success criteria in view of : (a) How do the teachers
perceive learning objectives and success criteria?; (b) How important are the learning
objectives and success criteria to them? Why?; and (c) To what extent do they think or
experience that learning objectives and success criteria are significant in their teaching?
All 20 participants used the terms aims, intentions, needs, when they described their
knowledge on learning objectives and success criteria. For example, a participant stated,
“Learning objective is our intentions in teaching for that day while success criteria is what the
students need to do to achieve the objectives.” Another responded that learning objective is
what the students need to achieve after the lesson is done and success criteria is the activities
carried out during the lesson that lead to the achievement of the learning objectives. The
teachers as a whole managed to state that the learning objectives need to be ones that are
measurable and attainable.
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Through Part B, for the first question, the respondents’ feedback were diversified and
truly reflected their professional judgment when writing their learning objectives and success
criteria. A respondent said, “Normally I have different classes to attend. So far I know my
students so I will plan (learning objectives) based on their ability and the skills that I want to
teach.” Another response put the students’ proficiency level and language ability as her guide
when she said, “Students’ language proficiency, and whether they are low, intermediate or
advanced in their language level (influenced) my learning objective and success criteria
writing.” Meanwhile, there was an agreement among the respondents when they responded to
the second question in Part B. Among the responses was one that mentioned, “ The
incorporation of learning objectives and success criteria in the 21st century education style
helps students to get a clearer picture of what they are going to learn on that day.” There was
also a participant who said, “ Students will know the learning goals and try to achieve it.”
Additionally, the participants were found to be mentioning group work as their top option
when describing the most effective 21st century learning style.
The participants had varied answers when asked on the extent that they thought
learning objectives and success criteria were helpful in their class under Part C. A participant
said, “It keeps the students be well prepared physically, mentally and emotionally throughout
the lesson.” There was another participant who claimed, “They (learning objectives and
success criteria) improve understanding and can encourage independent learning.” On the
other hand, the participants had responded that they considered learning objectives and
success criteria to be successful when they received feedback from the students that indicated
they were on the right track as well as being notified by the students which success criteria
that they had accomplished.
On the other hand, two out of three peer observations recorded the lack of sharing
learning objectives and success criteria before beginning the lessons in classrooms. Tasks
were given but students were found to be robusts and talking aloud in the classrooms. The
other three classrooms observed indicated learning objectives and success criteria being
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mentioned before starting the lesson, displayed and discussed with the students. Students took
responsibility in checking their task accomplishment and teacher acted more as facilitators in
the classrooms.
6. Discussion
In their responses to the structured interview questions, it could be established that the
participants had sound perceptions on what learning objectives and success criteria are. They
observed the importance of the introduction of learning objectives and success criteria to
ensure the lessons that follow were on track and students could be more aware of their
learning. In addition, the participants had also described the way learning objectives and
success criteria had given them aims in teaching and the students were more informed of
what to expect throughout the lesson and as Clarke (2012) mentioned, what they would be
able to accomplished by the end of the lesson. The participants had also stated that sharing
the learning objectives and success criteria with the students had made it easier for them to
give guidance, focus on the students’ behaviour and encourage the students to work in
groups.
7. Conclusion
This study shows how the introduction of the learning objectives and success criteria
prior to the beginning of a lesson in a classroom is effective and enables teachers and students
alike to stay on track. As Combs (2012) added, introducing the lesson objectives and success
criteria before starting a lesson in a classroom will ensure that students know what is going to
happen during learning, aware of the specific content that they are indulging in and stay focus
on their observable behaviour.
As this study represents a small group of participants in the educational field, there is
still a need to gather more information on the effectiveness of sharing the learning objectives
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and success criteria with the students. A professional learning community could be developed
in order to enrich the move and make it a common practice among educators.
References
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Clarke, S. (2001). Unlocking Formative Assessment: Practical Strategies for Enhancing
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Combs, H.J. (2011). Objectives and Purposes of
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