Shared clarity about learning

“For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about what is being learnt, and how they should go about it. When learning and the path towards it are clear, research shows that there a number of important shifts for students. Their motivation improves, they stay on-task, their behaviour improves and they are able to take more responsibility for their learning.” Absolum, M. (2006), p76.

Can your students answer the following questions? What am I learning? Why am I learning it? How will I learn it? (Process) How will I know I’ve learnt it? (Product)

Essential components of clarity Learning Intentions/ Lesson Goal Relevance Examples and modelling Success Criteria Checking for understanding

Learning Intentions Lesson Goal Both teacher and student need to be clear about what is being learnt.

Where do you start? Learning Intentions(LG) can come from: National Curriculum Diagnostic information Other assessment that has identified a learning need Reflective discussions between teachers and students that indicate the next learning step

Levels of learning intentions Learning Intentions can be: global e.g. to write persuasively or specific e.g. to structure a persuasive essay or more specific e.g. to write the introduction to a persuasive essay which hooks the reader in

Levels of learning covered within each classroom are very much dependent on student need. The learning should be in manageable ‘chunks’ that the students can handle. The better you know your curriculum, the better able you are to define exactly, for yourself and for your students, what it is students need to learn.

A maths example global e.g. statistics specific e.g. to draw a line graph more specific e.g. to mark axes on a line graph

A science example global e.g. light and sound waves specific e.g. how to measure light and sound waves more specific e.g. to use an oscilloscope

Transparency of Learning Intentions In order for a Learning Intention to be shared effectively, it needs to be clear and unambiguous, explained by the teacher in a way that makes sense to the students, in student-friendly language.

Don’t confuse the learning with the task. So what’s the difference? The Learning Intention(LG) is what you want the students to learn or understand. The tasks are the activities the students will carry out in order to learn. Refer to example in the booklet.

Revise this learning intention(LG) To estimate the length of a horse. Rewrite this as a learning intention(LG) that is ‘context-free’.

Improved Learning Intention(LG): We are learning how to estimate. The horse is the context for learning. Separate the context from the learning intention so the students can begin work knowing clearly what you want them to learn.

Revise this learning intention(LG) To compare and contrast the ways in which ideas and art-making processes are used to communicate meaning in selected objects and images. Can this be reworded as a learning intention(LG) that students could more easily understand?

Improved Learning Intention(LG) We are investigating how meaning is communicated through objects and images. This global learning intention is better understood when it is written in student-friendly language.

Revise this learning intention(LG) We are learning to make a jewellery box. What are the ‘deeper’ ideas inherent in the learning?

Improved Learning Intention(LG) We are learning the skills required to make a 3-dimensional shape from wood. Improved Learning Intention(LG) The teacher would know and discuss with students the skills required for this global learning intention.

Establish relevance Put the learning in context Discuss with the students why they are learning this at all. Is the learning relevant in their lives? When might they use or need this learning? Share with them how it fits into the bigger picture of their learning.

Model the process or look at an exemplar This provides an opportunity to see what the learning might look like. Students have the opportunity to discuss and discern what ‘quality’ is, or is not. It is used to construct or co-construct success criteria. Students appreciate the guidance exemplars and modelling provide.

Marshall & Drummond (2006) It is simply about making the learning explicit by focusing students’ attention on understanding quality. Learning is improved when notions of quality are combined with modelling.

Success Criteria They should be: concrete measurable observable Success Criteria are the way that students can judge whether they are successful with the learning. They should be: concrete measurable observable ….. and open to negotiation.

Success Criteria – why bother? They show the students what they are aiming for and how to get there. Students can self and peer assess, independently from the teacher. They are not always reliant on teacher judgement. Students are clear about what it is they are going to be judged or evaluated on. Students have something to refer to when they want to check if they are on track or not.

Students should help define Success Criteria where possible It involves them in the learning and in the definition of process and quality. They are being asked to link the Learning Intention with the criteria – they are making the connections. It is a much more challenging learning experience to think about what the learning might entail than being told.

Writing example Learning Intention: To write the introductory paragraph for a piece of persuasive writing. Success Criteria: Opening statement defines the topic. Could contain a ‘hook’ for the reader e.g. rhetorical question, controversial statement, quotation Writer’s opinion is stated. General statement about the content of the essay.

Maths example Specific Learning Intention: To represent data on a line graph Success Criteria: Axes on the graph are marked and labelled Appropriate and even scale Accurate plotting Label and title

Process and Product Criteria How will students go about achieving the Learning Intention? (Process) How will they know they have achieved it? (Product) Whether students require process or product criteria (or both) depends on the learning being covered. (Think about referring to CCE)

Check that students understand Give frequent opportunities for students to check their understanding (or correct their misunderstandings!) with you or one another. Give students time to think before responding to a question. Model the use of ‘thinking time’ and sharing understanding if necessary.

Strategies to check students’ understanding

Display Learning Intentions and Success Criteria These need to be visually displayed for every lesson so you and the students can refer to them during the lesson.

Recapping... Clarify Learning Intentions at the planning stage Create a climate where students expect a Learning Intention Explain the LI in student-speak and display it Discuss the relevance of the learning Model the process or look at an exemplar Invite students to share in writing the Success Criteria Keep checking that the students understand Ensure students refer to the LIs and SC when working on the task

References and readings Absolum, M. (2006). Clarity in the classroom. Auckland: Hodder Education. pp 76-95. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton. Duffy, G. (2003). Explaining reading: a resource for teaching concepts, skills and strategies. The Guilford Press, New York. pp 102 -108. Marshall, B & Drummond, M.J. (2006). How teachers engage with Assessment for Learning: lessons from the classroom. In Research Papers in Education, Vol 21, no 2, pp 133 – 149. Rust, C., Price, M. and O'Donovan, B. (2003) 'Improving students' learning by developing their understanding of assessment criteria and processes‘. Assessment and Evaluation in Higher Education, vol. 28, no. 2, pp 147-164.