Learning Intentions and Success Criteria Aims This presentation

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Learning Intentions and Success Criteria

Learning Intentions and Success Criteria

Aims This presentation will: • look at drafting and using learning intentions and success

Aims This presentation will: • look at drafting and using learning intentions and success criteria as a tool for effective lesson planning and delivery; • consider how to develop learning intentions and success criteria from a scheme of work; • identify misconceptions about learning intentions and success criteria; and • provide a practical approach in the form of a suggested method for writing learning intentions and success criteria.

Introduction: What are Learning Intentions? • Several terms are used in connection with learning

Introduction: What are Learning Intentions? • Several terms are used in connection with learning intentions: – learning intentions; – learning objectives; and – learning outcomes. • Here ‘learning intentions’ is the preferred term and refers to: ‘any statement which clearly describes what will be learned during a lesson or over a series of lessons. ’

Introduction: What are Success Criteria? Success Criteria: • are associated with the learning intentions;

Introduction: What are Success Criteria? Success Criteria: • are associated with the learning intentions; • expand on the learning intentions; • specify a set of conditions to be met; and • clarify key factors that will indicate where, or to what extent, the learning intentions have been achieved.

Using Learning Intentions: • are stated at the start of a lesson plan. •

Using Learning Intentions: • are stated at the start of a lesson plan. • sum up the lesson content. • are a concise statement of what pupils will learn from the lesson. • state what the teacher expects the result of teaching and learning to be. • should be shared with classes.

Success Criteria and Formative Assessment Success Criteria: • are the first step in formative

Success Criteria and Formative Assessment Success Criteria: • are the first step in formative assessment; • set out what classes will know, understand be able to do as a result of the lesson(s); • anticipate what the outcome of teaching and learning is intended to be; • can be used to assess the degree to which learning intentions have been achieved using questioning, end-of-topic tests, or assignments; and • state conditions for when pupils in the class can be said to have learned the material covered.

Typical format of Learning Intentions Learning intentions tend to use the active form of

Typical format of Learning Intentions Learning intentions tend to use the active form of a verb: • Will learn. . . • Are learning. . . • Will be able to. . . Leading to statements like: • The class will learn about rainforests. • We are learning about the Vikings. • Pupils will be able to give an account of the Boston Tea Party.

Shortcomings of typical format Learning intentions that merely use an active verb: • risk

Shortcomings of typical format Learning intentions that merely use an active verb: • risk being little more than a restatement of the topic; • don’t consider how pupils will receive the lesson content; • don’t consider pupils' long-term retaining of the content material; • too often prioritise what will be taught and skimp on what will be learned; or • assume that having a statement of learning intention will result in the class learning the content without any concrete change to what is being done to bring about that learning.

Moving beyond the typical format 1 In order to be more than merely a

Moving beyond the typical format 1 In order to be more than merely a restatement of the topic, drawing up learning intentions: • is not just about a particular form of words; and • should involve thinking deeply about the learning experiences pupils will follow, as those experiences are being planned.

Moving beyond the typical format 2 Thinking deeply about the learning experiences pupils will

Moving beyond the typical format 2 Thinking deeply about the learning experiences pupils will follow means: • planning how pupils will receive subject content (this can be as important as what the teacher will transmit); and • avoiding the curse of knowledge.

Moving beyond the typical format 3 Thinking of helping pupils to pass over the

Moving beyond the typical format 3 Thinking of helping pupils to pass over the threshold of understanding means: • planning for pupils to acquire specialist vocabulary; • planning clear explanations and demonstrations; and • planning activities where pupils can practise subject-specific techniques and skills.

Active Verbs The intention is not to suggest that there is no place for

Active Verbs The intention is not to suggest that there is no place for active verbs in drafting learning intentions. • Identifying an appropriate active verb when drafting learning intentions is important. • The successful choice of verb helps work towards a clear statement of learning intentions. • Use the suggested method that follows to refine ways of stating learning intentions that captures what you want pupils to learn.

Drafting Statements of Learning Intentions Have a go: • Start with the details of

Drafting Statements of Learning Intentions Have a go: • Start with the details of the topic title that is the content of the series of lessons, for example The Rainforest. • Using the topic title in the wording, write it as one of the standard statements of learning intention such as: • We are learning about rainforests.

Try Varying the Active Verb

Try Varying the Active Verb

Make a Word List for the Topic

Make a Word List for the Topic

Choose three active verbs that suit the topic

Choose three active verbs that suit the topic

Separate underlying concepts from the context Pupils will learn about ecosystems by investigating the

Separate underlying concepts from the context Pupils will learn about ecosystems by investigating the example of rainforests. • Differentiate what pupils will learn from the context in which they will learn it. • The overarching concept underlying the subject topic is the thing to aim for here. • Context is the subject context within which the concept will be met and explored.

Revised Learning Intention • Using your various draft learning intentions, word list, and thinking

Revised Learning Intention • Using your various draft learning intentions, word list, and thinking about the topic in mind, draft a revised learning intention. • Make sure that concept and context are clearly signalled in the form of words you use.

Outline what pupils will do 1. Demonstrate your understanding of the rainforest ecosystem by

Outline what pupils will do 1. Demonstrate your understanding of the rainforest ecosystem by preparing a labelled illustration of a cross-section of a rainforest from forest floor to forest canopy. 2. Label the flora, fauna and relevant processes. 3. Write a short (250 word) explanation to accompany the diagram. 4. Produce a diary of accompanying notes in your workbooks during the lessons.

Draw up Success Criteria • Clarify exactly what you want your pupils to learn

Draw up Success Criteria • Clarify exactly what you want your pupils to learn from the activity. • Consider where the emphasis will be: – subject learning and familiarity with the material in question; – specific skills in using the method you've taught; – presentation, spelling, punctuation and grammar; and/or – completeness, thoroughness, accuracy, minimal errors.

Example Success Criteria • Pupils will use the available material to research plant and

Example Success Criteria • Pupils will use the available material to research plant and animal life in a rainforest. • Pupils will then make an A 3 labelled illustration/cross-section showing the layers of a rainforest from forest floor to canopy including named plant, animal and fungal species from each layer. • Pupils will write an explanation of what is to be seen in their cross-section, explaining the food chain and how they are interdependent upon each other. • Written work, including notes taken, will use sentences and paragraphs and must use accurate capitalisation, punctuation and spelling.

Summary 10 general principles for learning intentions and success criteria as aids to planning:

Summary 10 general principles for learning intentions and success criteria as aids to planning: 1. Aim for a ‘Goldilocks zone’: learning intention(s) shouldn't be too generalised or too specific. 2. Avoid statements which merely repeat the topic title. 3. Avoid stating the learning intentions in terms of what the teacher will do. Make the focus firmly on what pupils will learn.

Summary 2 4. Differentiate what pupils will learn from the context in which they

Summary 2 4. Differentiate what pupils will learn from the context in which they will learn it. 5. Separate what pupils will learn and as a result of following a series of activities from what they will be doing during lessons. 6. As in 5, with separate senses of learning and doing in place, don't include know and apply in the same learning intention.

Summary 3 7. Construct statements of learning intention with what pupils will know, understand,

Summary 3 7. Construct statements of learning intention with what pupils will know, understand, and be able to do that they weren't able to do beforehand in mind. 8. Choose an active verb to capture what pupils will do that will be evidence of their learning. 9. Use specific statements below the headline learning intention to spell out thinking skills and personal capabilities, attitudes and dispositions that will be involved. 10. From the success criteria, consider developing an analytic rubric.

Conclusion • Learning intentions are a planning tool that can be used to improve

Conclusion • Learning intentions are a planning tool that can be used to improve learning outcomes. • Learning intentions are useful in planning any series of activities. • Clearning intentions help identify the steps required to introduce new material. • Preparing clearning intentions can assist in deciding on the approach to take when leading the class. • Try not to treat the process as purely administrative, or fall back on stock phrases.