Learning Intentions and Success Criteria National support for

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Learning Intentions and Success Criteria National support for moderation

Learning Intentions and Success Criteria National support for moderation

Aims • Develop an understanding of effective Learning Intentions and Success Criteria • Explore

Aims • Develop an understanding of effective Learning Intentions and Success Criteria • Explore the relationship between Learning Intentions and Success Criteria • Explore and understand the importance of Learning Intentions and Success Criteria • Evaluate existing practice and identifying areas for improvement

What is the difference between Learning Intentions and Success Criteria and how do they

What is the difference between Learning Intentions and Success Criteria and how do they link together? (5 minutes to discuss)

Learning Intentions and Success Criteria – definition and relationship Learning Intention Success Criteria Clearly

Learning Intentions and Success Criteria – definition and relationship Learning Intention Success Criteria Clearly states the intended learning and what learners should know, understand or be able to do. Reflects the expected standards within the Es and Os. Clear, relevant and measurable definitions of success to achieve the Learning Intention. To use persuasive language in writing *Clearly state my argument in the opening paragraph *Write in the present tense *Link ideas to my argument using connectives *Use techniques such as rhetorical question, alliteration, sensational word choice,

Why are Learning Intentions and Success Criteria important? (5 minutes to discuss)

Why are Learning Intentions and Success Criteria important? (5 minutes to discuss)

Why are Learning Intentions and Success Criteria important? • Provide a focus for learning

Why are Learning Intentions and Success Criteria important? • Provide a focus for learning which allows learners to be clear about what is being asked of them • Provide scaffolding and a framework to ensure learners are actively engaged in their own learning and the assessment of their own progress • Allow both practitioners and learners to give quality feedback specifically on what has been learned and to identify next steps in learning • Provide a framework for learners to engage in evaluative dialogue • Inform learning conversations and profiling at key points.

‘Staff should discuss with learners what they are expected to learn. They should clarify

‘Staff should discuss with learners what they are expected to learn. They should clarify and share learning intentions and success criteria and appropriate experiences for achieving these. Both staff and learners should foster a sense of achievement by sharing challenging and realistic expectations. Sharing success criteria along with learning intentions allows learners to ‘see what success looks like’. With practice, success criteria can often be devised by the learners themselves. ’ (Building the Curriculum 5)

The language of Learning Intentions and Success Criteria There are many different ways to

The language of Learning Intentions and Success Criteria There are many different ways to frame Learning Intentions and Success Criteria. There is no one correct way, however consistency of language used across the establishment is important. Learning Intentions • • • How to To…. . I am learning… We are learning to…. Create/design/write/demonstrate. . Success Criteria • • Remember to…… I have/will/can…. I must/should/could…. . What a good one looks like….

Learning Intentions National support for moderation

Learning Intentions National support for moderation

What is a Learning Intention? The Learning Intention states what pupils should know, understand

What is a Learning Intention? The Learning Intention states what pupils should know, understand or be able to do by the end of a learning experience.

Key features of effective Learning Intentions • • Directly drawn from the selected bundle

Key features of effective Learning Intentions • • Directly drawn from the selected bundle of Experiences and Outcomes Reflect the standards in the selected bundle of Experiences and Outcomes Clearly state what learners should know, understand or be able to do Written in clear language the learners will understand Are shared with learners and referred to throughout the learning process Are appropriately challenging for the learners Linked to planned assessment activities

The process of creating Learning Intentions Look at the selected bundle of Experiences and

The process of creating Learning Intentions Look at the selected bundle of Experiences and Outcomes. Consider: What do I want the learners to know, understand and/or be able to do? Create the Learning Intentions, reflecting the standards in the Experiences and Outcomes.

Sharing Learning Intentions • The Learning Intention can be shared: • Most commonly: •

Sharing Learning Intentions • The Learning Intention can be shared: • Most commonly: • At the beginning of the lesson/block of lessons • Occasionally: • Following exploration of a problem, concept or challenge

Common issues with Learning Intentions • Unclear and too wordy • Focused on the

Common issues with Learning Intentions • Unclear and too wordy • Focused on the task, activity or context rather than the learning • Do not reflect the standards within the selected bundle of Experiences and Outcomes • Are not shared effectively with the learners

Common issues with Learning Intentions • These Learning Intentions include some of the issues

Common issues with Learning Intentions • These Learning Intentions include some of the issues outlined in the previous slide. Issues identified within these Learning Intentions Task, activity or Too wordy context, rather than learning focused Intended focus for learning is not made clear To draw a cat x x To complete all of the addition x questions on P 56 correctly using strategies we have learned To take part in a game of basketball x x To design a poster giving x information about the Spring Fair for display around the local area x x

Activity 1 • Look at the bundle of Experiences and Outcomes on the next

Activity 1 • Look at the bundle of Experiences and Outcomes on the next slide. • Discuss these with colleagues and create possible Learning Intentions.

Creating Learning Intentions • Look at these Experiences and Outcomes. Create appropriate Learning Intentions.

Creating Learning Intentions • Look at these Experiences and Outcomes. Create appropriate Learning Intentions. Experiences and Outcomes To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2 -16 a To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2 -17 a Possible Learning Intentions

Activity 2 • Look at the Learning Intentions on the next slides • Discuss

Activity 2 • Look at the Learning Intentions on the next slides • Discuss with colleagues any issues they may have

Improving Learning Intentions Discuss these Learning Intentions. Give a speech for or against smoking

Improving Learning Intentions Discuss these Learning Intentions. Give a speech for or against smoking Draw a bar chart to show pupils in our class come to school Work effectively in a group to design a leaflet to promote healthy eating

Activity 2 • Look at the comments highlighting issues and points for improvement. Do

Activity 2 • Look at the comments highlighting issues and points for improvement. Do you agree with these comments? Do your suggestions fit with these comments?

Improving Learning Intentions Do you agree with these comments? Give a speech for or

Improving Learning Intentions Do you agree with these comments? Give a speech for or against smoking • • Describes the activity rather than the learning Context (smoking) should be removed Draw a bar chart to show pupils in our class come to school • • • Too wordy Describes the activity rather than the learning. Context should be removed Work effectively in a group to design a leaflet to promote healthy eating • • • Too wordy Focus for learning isn’t clear as involves a range of learning Context should be removed

Success Criteria National support for moderation

Success Criteria National support for moderation

What are Success Criteria? Success Criteria outline the ways in which the learner can

What are Success Criteria? Success Criteria outline the ways in which the learner can achieve the Learning Intention. Success Criteria are clear, relevant and measurable definitions of success.

What are the key features of Success Criteria? Success Criteria are clear, relevant and

What are the key features of Success Criteria? Success Criteria are clear, relevant and measurable definitions of success. • • • Clearly linked to the Learning Intention Written in appropriate language for the learner Differentiated according to the needs of the learners Are created and agreed with the learners Outline the ‘key ingredients’ or steps to success Focus on key elements or steps of the process, not the product

Co-constructing Success Criteria Practitioners should be very clear about what successful learning will look

Co-constructing Success Criteria Practitioners should be very clear about what successful learning will look like before co-constructing the Success Criteria with learners. Co-constructing Success Criteria with learners will: • Ensure learners have a clear picture of what success looks like and how to achieve it • Encourage learners to be fully involved in the process and actively engaged with the Success Criteria throughout the learning

‘Peer assessment and other collaborative learning enables learners to support and extend each others’

‘Peer assessment and other collaborative learning enables learners to support and extend each others’ learning, for example by being aware of what is expected of them from looking at examples and devising and sharing success criteria. ’ (Building the Curriculum 5)

Keeping the Success Criteria focused Success Criteria should focus on ways to achieve the

Keeping the Success Criteria focused Success Criteria should focus on ways to achieve the specific Learning Intention in order to: • Provide a focus for learning • Ensure feedback discussions are focused and learners are clear about their progress and next steps It is therefore important to ensure Success Criteria don’t include aspects of learning outwith the Learning Intention.

Keeping the Success Criteria focused Success Criteria should relate to the body of knowledge

Keeping the Success Criteria focused Success Criteria should relate to the body of knowledge or skills that are being taught on that day or block of learning, e. g. teaching paragraphs. If children and young people are learning to write in paragraphs, feedback should be restricted to comments on paragraphing. Although we might want to comment on spelling and grammar, if these are not the focus of the learning for this lesson/block of learning, they should not be the focus of the feedback for this lesson/block.

Ensuring Success Criteria focus on the Learning Intention In this example the 3 Success

Ensuring Success Criteria focus on the Learning Intention In this example the 3 Success Criteria relate to the Learning Intention: To use descriptive vocabulary Success Criteria: • I have used adjectives to describe physical appearance • I have used adjectives to describe personality • I have used adverbs to describe actions and movement Whilst these aspects below might be important, they should not be included as they do not directly relate to the Learning Intention outlined above for this lesson/block of learning • My handwriting is clear and legible • I have checked my spelling • I have written in paragraphs

Ensuring Success Criteria focus on the Learning Intention In this example the Learning Intention

Ensuring Success Criteria focus on the Learning Intention In this example the Learning Intention is: To write using persuasive language Success Criteria Expectations • State your argument or point • Write in present tense • Use conditionals – would, should, might… • Link ideas to arguments using connectives – because, so, therefore • Use rhetorical questions – Are we to believe that…? (For all extended writing)……. . • Write in paragraphs • Clear structure – introduction, development, conclusion • Use a dictionary to check spelling • Write in clear, legible handwriting

Co-constructing Success Criteria It is important to support and train learners to be able

Co-constructing Success Criteria It is important to support and train learners to be able to co-construct Success Criteria. Some examples of how to support learners in doing this are: • • Scaffolding through looking at finished examples of work Comparing a ‘good’ with a ‘not so good’ example Demonstrating or modelling the technique Improving poor examples

Using Success Criteria throughout the lesson Remember to ensure there is a continuous dialogue

Using Success Criteria throughout the lesson Remember to ensure there is a continuous dialogue around Success Criteria should be referred to throughout the lesson and used in the plenary to identify what has gone well and discuss possible next steps.

Differentiating Success Criteria In order to meet the needs of different learners it is

Differentiating Success Criteria In order to meet the needs of different learners it is often necessary to differentiate the Success Criteria. This can be done in many ways including: • developing the same aspect of learning with Success Criteria appropriate to the complexity of challenge (eg addition and subtraction with 2/3/4 digit numbers in numeracy) • creating different sets of Success Criteria with particular groups or individuals • broadening the Success Criteria for additional challenge • the use of phrases like must/should/could It is important that Success Criteria provide the appropriate support and challenge for all learners.

Common issues with Success Criteria • • • Repeat the Learning Intention rather than

Common issues with Success Criteria • • • Repeat the Learning Intention rather than defining how to achieve it Focus on the product or completion of the task (e. g. ‘complete P 75’) Do not reflect the learning within the Learning Intention Are too wordy and not measurable Have involved asking learners to co-construct them ‘cold’ (e. g. without support or scaffolding)

Activity 1 • Look at the Learning Intentions and Success Criteria on the next

Activity 1 • Look at the Learning Intentions and Success Criteria on the next slide. • Discuss these with colleagues how the Success Criteria might be improved. • Look at the comments on the following slide. Do you agree?

Improving Success Criteria Discuss these Success Criteria. How might they be improved? Learning Intention

Improving Success Criteria Discuss these Success Criteria. How might they be improved? Learning Intention Success Criteria To display information in a • I have displayed the information bar graph • I have created a bar graph • My bar graph is neat We are learning to write compound sentences • I have included a capital letter and full stop • My sentence makes sense • I have written in neat handwriting

Improving Success Criteria Do you agree with these comments? Learning Intention Success Criteria Comments

Improving Success Criteria Do you agree with these comments? Learning Intention Success Criteria Comments To display information in a bar graph • I have displayed information in a bar graph • I have created a bar graph • My bar graph is neat Repeats Learning Intention rather than giving ways of achieving it. Specifies the need for the graph to be ‘neat’ but doesn’t explain how. We are learning to write compound sentences • I have included a capital letter and full stop • My sentence makes sense • I have written in neat handwriting Success Criteria don’t link well to focus of Learning Intention (compound sentence). ‘Neat handwriting’ is not a particular focus and more an on-going aspect.

Activity 2 1. Look at the examples of Success Criteria from early to fourth

Activity 2 1. Look at the examples of Success Criteria from early to fourth levels. 2. Pick a level to work on. 3. Look at and improve the Success Criteria for each Learning Intention.

Moderating Learning Intentions and Success Criteria • Think about your next block of learning

Moderating Learning Intentions and Success Criteria • Think about your next block of learning in a chosen curriculum area • Select an appropriate bundle of Experiences and Outcomes • Create Learning Intentions and Success Criteria for your selected bundle • Select some of the moderation questions on the next slide to discuss the Learning Intentions and Success Criteria. • If required, make changes to improve the Learning Intentions and Success Criteria where appropriate

Moderation questions. The following slide contains some examples of questions that could be used

Moderation questions. The following slide contains some examples of questions that could be used when moderating planning for learning, teaching and assessment. This is not a prescriptive or exhaustive list and in practice these questions would not all be used at one time, rather a few pertinent ones chosen depending on the focus or purpose of the moderation activity.

Moderating Learning Intentions and Success Criteria • • • • Why did you select

Moderating Learning Intentions and Success Criteria • • • • Why did you select these Learning Intentions and Success Criteria? In what ways are they appropriate for this group of learners? Do they reflect the key learning? How did you involve the learners in developing the Success Criteria? Do they clearly outline what learners need to do to be successful? In what ways are they reflected in the assessment activities? Are they at the correct level of challenge? How do you know? Do the Learning Intentions and Success Criteria focus on the learning? Are there any ceilings in your Learning Intentions and Success Criteria? Do they reflect the wording of the Es and Os? (ie understand, use, explain) How did you share the Learning Intentions with the learners? How did you agree the Success Criteria with the learners?

The Moderation Hub https: //glowscotland. sharepoint. com/sites/PLC/moderationhub/Site. Pages/Moderation%20 Cycle. aspx

The Moderation Hub https: //glowscotland. sharepoint. com/sites/PLC/moderationhub/Site. Pages/Moderation%20 Cycle. aspx

Self-evaluation The following self-evaluation pro-formas can be used to inform improvements across the establishment.

Self-evaluation The following self-evaluation pro-formas can be used to inform improvements across the establishment.

Learning Intentions and Success Criteria self-evaluation - Practitioners Key features of effective Learning Intentions

Learning Intentions and Success Criteria self-evaluation - Practitioners Key features of effective Learning Intentions Within my own practice and Success Criteria. where am I now? I plan Learning Intentions to reflect the standards in the chosen bundle of Es and Os. The Learning Intentions describe what learners are going to learn, rather than what they are about to do. They focus on the learning and not the task, activity or context. The Success Criteria describe how both myself as a practitioner and the learners themselves will know that they have been successful in achieving the Learning Intention. Learners are engaged in sharing and coconstructing Success Criteria for the Learning Intentions. Learners in my setting confidently engage in effective peer and self-assessment based on Learning Intentions and Success Criteria. Where do I want to be? How am I going to get there?

Learning Intentions and Success Criteria self-evaluation – Senior and Middle Leaders Key features of

Learning Intentions and Success Criteria self-evaluation – Senior and Middle Leaders Key features of effective Learning Intentions and Success Criteria. Learning Intentions are consistently planned to reflect the standards in the chosen bundle of Es and Os within our planning processes across the dept. /faculty/establishment. Learning Intentions describe what learners are going to learn, rather than what they are about to do. They focus on the learning and not the task, activity or context. Success Criteria effectively describe how both practitioners and learners will know that they have been successful in achieving the Learning Intention. Learners at all stages across our establishment are engaged in sharing and co-constructing Success Criteria. Learners confidently engage in effective peer and self-assessment based on Learning Intentions and Success Criteria. There are opportunities for staff to work together , moderating Learning Intentions and Success Criteria to ensure consistency of approach and a shared understanding of standards. Across our dept. / establishment where are we now? Where do we want to be? How will we get there?

Learning Intentions and Success Criteria – Learner *This grid is designed for recording discussions

Learning Intentions and Success Criteria – Learner *This grid is designed for recording discussions with groups of learners Suggested Questions to prompt discussion What is a Learning Intention? How are Learning Intentions shared with you? Are Learning Intentions are made clear to you? Do you think Learning Intentions help you to focus on your learning? (If yes in which ways/ If no why not or what would help you? ) Do Success Criteria help you know what you need to do to achieve the Learning Intention? Do Success Criteria help you to identify your next steps in learning? (If yes in which ways/ If no why not or what would help you? ) Do you take part in creating Success Criteria? Do you find this helpful? (If yes in which ways/ If no why not or what would help you? ) Do you feel confident when talking about your progress in learning using Success Criteria? Notes from learner responses Areas for development