Learning Intentions and Success Criteria INSET Day 3
- Slides: 20
Learning Intentions and Success Criteria INSET Day 3 Oct 2017 S Broadley and G Sloan
In this workshop we are learning to… • understand what learning intentions and success criteria are • be able to identify and frame learning intentions and success criteria • be able to use learning intentions and success criteria in our own classroom
Why Are Learning Intentions and Success Criteria Important? ‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place. ’ - (An Intro to Af. L, Learning Unlimited, 2004) Learning Intentions ‘What’ and ‘Why’ Success Criteria ‘How to recognise success’
What Is a Learning Intention? ‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons. ’ (Learning Unlimited, 2004) • They are frequently linked to one or more learning outcome. • Learning intentions also identify the new learning that will take place in class.
Sharing Learning Intentions 1. Identify what pupils will be learning (We are learning to…). 2. Explain the reason for the learning (This is because…). 3. Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity. 4. Present these in language that pupils can understand. 5. Revisit the learning intention throughout the activity/lesson.
What Are Success Criteria? ‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on. ’ - Shirley Clarke
Success Criteria Learning Intentions ‘What’ and ‘Why’ • Success Criteria • ‘How to recognise success’
Why Are Success Criteria Important? • • Improve understanding Empower pupils Encourage independent learning Enable accurate feedback
Effective Success Criteria… • are linked to the learning intention; • are specific to an activity; • are discussed and agreed with pupils prior to undertaking the activity; • must be visible so children can look up and check during the lesson. • provide a scaffold and focus for pupils while engaged in the activity; and • are used as the basis for feedback and peer-/self-assessment.
Summary To take more responsibility for their own learning, students need to know: • what they are going to learn • how they will recognise when they have succeeded • why they should learn it in the first place
Summary continued Using learning intentions: • creates more self-motivated students • empowers students to become independent learners • improves understanding • can help focus feedback
Activity 1 • Learning Intentions. . . How are we doing?
Activity 2 • From doing to learning
Activity 3 • Success Criteria. . . How are we doing?
Activity 4 • From learning intentions to success criteria
Involve Pupils in Negotiating Success Criteria • Involving pupils in the process of identifying the success criteria they will use in assessing their response to a specific learning intention will help them to engage with their own learning and take responsibility for it. • A good way to do this is to brainstorm based on questions such as: – How will we know if we have achieved this? – To achieve our learning intention what do we need to remember to focus on? – What will I need to look for to see if you have achieved this?
Negotiating Success Criteria • Develops the kind of dialogue that strengthens skills and deepens understanding. • Pupils usually need some idea about what constitutes success in a task and the strategies they might use to achieve the task in advance. E. g an exemplar
• However, there are occasions when the best time to talk about success criteria can be after pupils have undertaken a task. • This would prevent pupils: – following the required steps without internalising the process or thinking up an alternative strategy for themselves – copying the end product rather than using and developing their own creativity and their own understanding of what quality is. • Introducing success criteria after pupils have completed a task (useful for mathematical calculations or any step by step procedure) can help pupils to: – – learn by making mistakes, by trial and error and lateral thinking work out the level they’re at set a target for improvement devise the strategies they need to improve.
What were our success criteria? Learning Intentions In this workshop we are learning to… • understand what learning intentions and success criteria are • be able to identify and frame learning intentions and success criteria • be able to use learning intentions and success criteria in our own classroom Success Criteria
• Dylan Williams – Formative Assessment https: //www. youtube. com/watch? v=s. Yd. Ve 5 O 7 KBE • John Hattie – Learning Intentions and Success Criteria https: //www. youtube. com/watch? v=dvzeou_u 2 h. M
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