How it works · Learning paths
A whole learning path, lesson by lesson
Several lessons that work together towards one goal: that is a series. Put several series one after another, and you have a learning path.
From series to learning path.
One learning path: several series one after another
Learning path argumentation · year 3
Series 1 · 6 lessons
From source to argument
Interim goal: a well-argued essay
Series 2 · 4 lessons
Debating
Interim goal: defending a position in a debate
Series 3 · 5 lessons
Making sense of the news
Interim goal: an opinion piece of their own on the news
End goal of the learning path
Forming, supporting and defending a position independently.
A learning path covers a longer period. Each series has its own interim goal and builds on what the one before produced. You set the lessons out along a line, with your assessments in between, in whatever order you want.
One series, up close.
You say where you want to end up and how many lessons you have, GoYou builds the steps in between. It is not a straight line: every lesson produces information that shapes the next one.
You decide what the goal of a series is. Your own goal for this group, a core objective, an attainment target or a work process from the qualification profile: you describe where you want to end up and GoYou builds the route there. We do not look it up for you: you give the goal, in your own words.
An assessment is not necessarily a test.
A class test works, but so does something your class makes, shows or performs:
- a written test
- a final product
- a presentation
- a debate
- a performance
- a practical assignment
One teacher spent four lessons working with his class towards playing Smells Like Teen Spirit together. If you can explain what your class needs to be able to do at the end, GoYou can build the route there.
What the next lesson is built on.
Every next lesson is built on your class’s work. Before GoYou makes lesson 3, it first looks at what went well in lesson 2 and what still needs attention. Every lesson has a practice task, and GoYou marks it automatically. Not just per student, but across the whole class: where did many students get stuck, what did almost everyone get, what has not come up yet.
What happened in the conversations with the tutor counts in full, because that is exactly where you can see what a student does not get yet. Together with where you are in your series, that is the raw material for the next lesson.
As the teacher, you see in advance what GoYou takes from it, and you can depart from that or add something yourself.
When someone gets stuck.
First the tutor tries on its own
If a student gets stuck on a step, the tutor does not keep asking the same thing over and over. It makes the question smaller, gives a hint and can point back to the explanation from your lesson, which the student can simply pull up. If it still does not work, the tutor wraps up the conversation together with the student and passes it on to you, with a suggestion for how to go on.
You see where attention is needed
A student who got stuck then shows up in your class overview, with what is already going well and what still needs attention: one strong point and one point for attention. So you do not just see that someone got stuck, but also on what. You take that into the next lesson, or it is the point on which you guide that student personally. In the next conversation, the tutor picks up with that student exactly where things stalled last time.
If half the class gets stuck, whole-class attention
If a bigger part of your class falls into the same trap, that trap gets extra whole-class attention in the next lesson. After all, GoYou knows which assessment you are working towards.
If the goal changes, the route changes
If you change the assessment halfway through, GoYou uses the lessons that are left to close the new gap.
You share a series with your department.
A good series is too much work to use only once. That is why you pass it on to a colleague, at your own school or beyond, to your whole department, or to yourself for next year.
What you share is the path, so what you are going to do: the goal, the steps towards it and the structure. Your colleague sees what you made of each lesson, but their lesson belongs to their own class. That is why, for each lesson, they choose: your activities, rewritten for their students, or new activities along the same line. So they do not get a stack of slides that do not fit, but a series that moves with their own group from lesson 1.
There is a practical advantage too: you can judge a path in thirty seconds, six finished lessons you cannot. You see at a glance whether this is what you are looking for.
Any other questions about series?
The GoYou Helpdesk knows how series and learning paths work, and answers straight away. Prefer to look it up yourself: the frequently asked questions are all on one page.