2.2 Key questions

For setting objectives:

• What objectives do I wish to achieve?
• What competences will be most important at the end of the unit?
• What reasons do I give for the selection of these objectives?
• What priority do I give to my objectives (primary and secondary objectives)?
• What objectives are important now – for the class as a whole, for individual students, male and/ or female?
• Have I ensured that the objectives that I have selected serve the main interests and needs of my students? Do my lessons really respond to what my students are preoccupied with?
• Is it possible for the students to participate in the definition or selection of the learning objectives?
• How much time (lessons and weeks) has been assigned to achieving the objectives?
• What objectives should be achieved by all the students within the disposable teaching time (general standard of attainment)?
• Are specific levels of attainment to be defined for individual students (education according to individual ability)?
• Have I enabled the students to move forward from knowledge to action, that is, can they confidently apply the knowledge they have acquired?
• What do I focus on in my teaching – cognitive, personal or social competence?
• Have I got a clear idea of the short- and long-term objectives which are of primary importance for my class, for learning groups, for individual male and female students?
• Have I clearly and explicitly stated the objectives?

For selecting topics and materials:

• Which topic have I chosen?
• What are the reasons for my choice?
• What is the structure of my topic?
• Does my choice of topic comply with the syllabus?
• Which aspects of my topic are interesting for my students?
• In what way is learning in school linked with learning out of school?
• Is there a connection between the topic and real life and the students’ environment?
• Do I have a general understanding of the whole subject matter which enables me to select a specific topic? How can I become better informed? Do I need to carry out any studies or experi­ments before treating the subject in class?
• What teaching materials are available for the specific aspects of the topic?
• Will there be a chance for the students, both boys and girls, to draw on their personal experience, knowledge and skills in the lessons (for example, children with a different cultural or linguistic background)?
• Will the topic be equally suitable for the specific needs of the two sexes?
• Does the selected topic interest me?