The letters in SMTTE stands for: Sammenhæng(=Context), Mål(=Aims and objectives), Tegn(=Signs), Tiltag(=Actions) and Evaluering(=Evaluation).
– the english translation of SMTTE is my way to translate the words –
The SMTTE model was originally developed in Norway for public schools and the educational field. The SMTTE model consists of a pentagon. The 5 peaks each contain elements associated with the four other. The model should be seen as a dynamic tool, where you can jump back and forth between the five elements.
When working with SMTTE, you must define your aims and focus on the process.
With the concept of signs you can concretise your aims by considering what to keep an eye on the path to the aims and when the aims is reached. The signs will be both a help in the planning and during the course, where you can adjust if you do not register what you desired.
When planning and setting aims and goals for the SMTTE model, it is useful to jump back and forth between the various points to best to see things in context.
During the implementation of the actions, you can also adjust them if you do not get an eye on the desired or expected signs.
Context / Sammenhæng
Any development taking place in a certain context. Therefore it is important to clearly identify the origin and background to set aims for. It’s a good idea to describe the students and what conditions/needs they have before going on to define aims.
Aims / Mål
Aims are concretizations of what teachers want to achieve with the students. That is what the students have to gain from the educational efforts. If it should be possible to work with the aims and objectives, it is important that they are concrete and realistic, ie. match the opportunities we have in everyday life.
Signs / Tegn
Sign is a definition of what to look for to see that you are approaching the target. Signs can also be called success criteria.
Signs can be defined as indicators of a desired development, and these indicators should be recorded and observed in practice.
Actions / Tiltag
Actions is a description of what you will “put in the time” to achieve your aims. That is a concretization of what you will do to achieve your aims – the content of the lesson for example.
Evaluation / Evaluering
Evaluation can cover a variety of assessment methods that can help us in describing and reflecting on the development of the students. Evaluation is a part of the development process, and therefore the evaluation should be done continuously, so you get followed up on its practice and the opportunity to reflect, and finally make status of the progress achieved and define the steps that must now be taken.