2 Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success CriteriaExplore how to design learning intentions and success criteria suitable for your classes
3 Success Criteriahave an increased knowledge on how to design Learning Intention and Success Criteria to suit your contexthave an increased confidence in creating and using your own Learning Intentions and Success Criteriahave an increased knowledge of the relationship between Learning Intention, Success Criteria and assessing evidence
4 BTC 5Assessment needs to be planned as part of learning and teaching activities. In planning activities and experiences with young people, staff need to:consider and share the outcomes towards which young people are workingagree success criteria through discussion with each other and with learnersdesign learning experiences and activities that are likely to challenge and motivate and give opportunities to children and young people to provide evidence that demonstrates their knowledge and understanding, skills, attributes and capabilitiesBuilding the Curriculum 5
5 Planning: Curriculum, Learning and Teaching and Assessment Experiences and OutcomesSkillsLearning IntentionsSuccess CriteriaEvidence to support Learning and TeachingSAY WRITE MAKE DOModeration5
6 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)Learning IntentionsIdentify new learningFocus on transferable skills6
7 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 AfL, Learning Unlimited, 2004)Despite building learning intentions into our planners, we are not good at sharing learning intentions and success criteria with our pupils.But at the same time, we want our pupils to be self-motivated, have a sense of purpose, etc.To give our pupils the tools they need to take more responsibility for their own learning and achieve greater learning independence, we need to communicate to them:what they are going to learn;why they should learn it in the first place; andhow they will recognise when they have succeeded.Research shows that pupils who regularly receive this information in the classroom are:more focused for longer periods of time;more motivated; andbetter able to take responsibility for their own learning.Assessment for Learning, and particularly these first two steps in the process, immediately involves pupils with their own learning and offers opportunities for key interactions between pupils and teachers.These two elements of AfL are also important because if learners do not know what they are expected to learn and how to recognise their own success, then we cannot promote peer-/self-assessment, which are two other elements of AfL (to be covered in a later unit) as well as being important life skills.Learning Intentions‘What’ and ‘Why’Success Criteria‘How to recognise success’
8 Good Learning Intentions are: Expressed in simple language that every pupil can understand.Focused in nature.Composed using words that are closely related to learning e.g. Understand that, know how to etc.Directly linked to the Success Criteria.
9 Learning Intention – Key Vocabulary The pupil will (be)extend/extendingbroaden/broadeningdevelop/developingstrengthen/strengtheningconsolidate/consolidatingreinforce/reinforcingrevise/revisingexamine/examiningexplore/exploringconsider/consideringinvestigate/investigatingapply/applyingexpand/expandingKnowledge and Understanding, Skills, Attributes and Capabilities
10 Learning Intentions may be written as follows: We are learning to … or about...To know that …To understand and explain...To share and discuss...Today we will be able to …
11 Defining the Learning Intention Activity: What are we doing?- Playing a game of snap.Learning Intention: What are we learning?- To take turns.Context: Vehicle for the learning- The Game
12 Early Level – Examples Activity Learning Intention Context Painting a snowy picture using white paintTo develop fine motor skills and mark makingWhat snow looks and feels likeMaking repeat patterns with coloured cubesTo be able to recognise and continue a sequential patternNumber PatternsGive a talk about my favourite toy.To give information in a clear and interesting way.Personal opinions
13 Learning Intentions Strong Learning Intentions Not linked to context Not simply a description of the activityOften describe transferable skills
14 Activity 1 – Learning Intentions 20 QuestionsFrom the given Learning Intentions identify which learning intentions are strong, weak and unsure
18 Process stronger than Product Learning Intention:To be able to identify odd and even numbersProduct Success Criteria:Your answers will be correctProcess Success Criteria:Look at the last digit in the number to check the patternDivide the number in two to check
19 Modelling Success Criteria Learners need to know what a good piece of work looks like.Share the standard by using examplese.g. ‘This is a good piece of work because…’You may use your own work as examples.Involve the children in the process of identifying success criteria.
20 Planning: Curriculum, Learning and Teaching and Assessment Experiences and OutcomesSkillsLearning IntentionsSuccess CriteriaEvidence to support Learning and TeachingSAY WRITE MAKE DOModeration2020
21 Possible ways of gathering evidence Experience and OutcomeLearning IntentionContextActivitySuccess CriteriaEvidenceI have the freedom to discover and choose ways to create images and objects using a variety of materialsEXA 0-02aTo develop fine motor skills and mark makingWhat snow looks and feels likePainting a snowy picture using white paintHold my brush between thumb and forefingerMove my brush in lots of ways to make different marksUse paint and water to create different shades of whitePainting, teacher observation & recording of pupil speech during painting21
22 Possible ways of gathering evidence Experience and OutcomeLearning IntentionContextActivitySuccess CriteriaEvidenceI have the freedom to discover & choose ways to create images & objects using a variety of materialsEXA 0-02aWithin real & imaginary situations, I share experiences & feelings, ideas & information in a way that communicates my message.LIT 0-09aTo develop knowledge and understanding of the qualities of snowTo develop the use of descriptive languageWhat snow looks and feels likePainting a snowy picture using white paintSelf and peer assessment at plenary sessionUse the paints and brush to show what lying and falling snow look likeUse a range of naming & describing words during paintingDescribe what is good about my own and others’ paintingsPainting, video of pupils at work, teacher recording of self and peer assessment22
23 Further information www.dylanwiliam.net Inside the black box: raising standards through classroom assessment By Paul Black, Dylan WiliamAssessment for learning: putting it into practiceBy Paul Black, Chris Harrison, Clara Lee, Bethan Marshall, Dylan Wiliam
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