The Learning Outcomes
Approach
Reflections of Two Maltese Trainers
Doreen Said Pace
Anita Seguna
TEPE Conference, Malta
20th May, 2016
Our Positionality and Approach
 Positionality
 Two different educational sectors
 Two Learning Outcomes trainers
 Two doctoral researchers
 Our Framework
 Social Constructivist Theory
 Learning is social and active
 Epistemology – Socially constructed knowledge
 Ontology – Teachers shape the realities of their classrooms.
LOF – Another reform or a gradual build-up?
2005
1995
1999
LOF – Another reform or a gradual build-up?
2012
2014
2015
LOF – Another reform or a gradual build-up?
2015
The Cross Curricular Themes
Education for
Entrepreneurship,
Creativity and
Innovation
Literacy
Education for
Sustainable
Development
Learning to Learn
& Cooperative
Learning
Digital Literacy
Education for
Diversity
 1988 – first INSET following
professional status.
 Shift in the Head’s role (Bezzina
and Camilleri, 2001)
Administrative role - Creators of a
culture of professional inquiry
 Implications on the school as a
PLC.
 Heads of School own the LOF.
Professional Development
Professional Learning
The Maltese Learning Outcomes Approach
What is it really calling for?
 Constructive Alignment (Biggs, 2005)
 Planning
 Learning Outcomes
 Learner centred approach
 Assessment
Teachers who are already practising child centred
pedagogies should not experience any particular changes.
Objective
Learning Outcomes
Identify the author’s and illustrator’s name.

Define the role of the author.

Define the role of the illustrator.
Assessment

Answer questions about the front cover (author,
 Oral Assessment (Answering and Pointing)
illustrator, title)

Talk about the time, setting and characters in the
 Writing
story

Explain what is going to happen.

Write the prediction in their copybook.
Resources: booklets for children, blue tack, cardboard to hide picture on front cover
Learning Activity 1
Cover the picture on the front cover and refer to the title
Discuss what the story might be about
Learning Activity 2
Tap into children’s prior knowledge

to give an opportunity to make predictions from the
book cover as reference point.

Learning Activity 3
Reveal the front picture
Discuss what the story might be about.
Learning Activity 4
Discuss the characters, the setting and the time
Learning Activity 5
Refer to the author and illustrator.
Learning Activity 6
Group the children in 3s and ask them to write all their predictions on
the given booklets.
Objectives


To define multiple intelligences.
To see how multiple intelligences can
be used as hooks/entry points.
Strategies/Resources

Creation of a Poster

Realia as hooks
Learning Outcomes



To provide an opportunity of using
multiple intelligences during the
lesson.

Video of a Maths lesson

Background music

PowerPoint presentation


Assessment:



Create a poster.
Evaluate the given lesson.
Analyse own lesson and update it to include the multiple intelligences.
I can define Multiple
Intelligences.
I can explain what hooks/entry
points are.
I can assess a given
lesson/activity and identify
which Multiple Intelligences
are being used.
I can modify an activity using
Multiple Intelligences
Recommendations
 The changes at school/class level need to be reflected by similar changes at
the end of compulsory schooling.
 LOF training ……not just a matter of PD session leading to professional learning
but the inculcation of a change in mind set.
 Effective (probably one of the best PL sessions we’ve ever had) since
 “we were more engaged as we were not spoken down to”;
 we were actively involved;
 there was deeper, intrapersonal reflection;
 it was more experiential;
 it was more meaningful ……….it was a two way process;
 session was always linked to what we do in class, so one could see the
relevance of this
 “I’ve actually started to think about my own lesson plans and how I can include
more aspects from different intelligences”
 I hope we’ll have “more of these practical sessions, where practical ideas are
discussed and feedback on our lessons is given.”
 Ideally, a shorter time lapse between one session and another.
 It would be great if other training and PL days would include similar small group
activities.
 Administrators have to:
Be with the teachers but one step ahead.
Be part of the professional learning community
Provide drip feeding opportunities while hand
holding.
Thank you for your
attention