1. Week four, Term Two: what’s going well?
Do now
Week four, Term Two: what’s going well?
Use this space to reflect on what is working well in your classroom at the moment

2. Clarity and confidence:
Visible Learning
Clarity and confidence:
Using Learning Intentions and Success Criteria in the classroom

3. Learning Intentions for today:
Understand that teacher clarity about what is being learned is a core element of effective teaching.
Understand that clarity builds student confidence about their learning.
Understand that Learning intentions require you to identify what is being learned.
Understand that Success Criteria help us to evaluate the extent to which learning has taken place.

4. Success Criteria for today:
You will have:
Identified the key ideas about the importance of LIs and SC from Hattie’s research.
Read, taken notes and fed back to your group the key ideas about Learning Intentions and Success Criteria from Shirley Clarke’s Formative Assessment in the Secondary Classroom.
Reviewed a module of work, checking that Learning Intentions and Success Criteria are clear and effective, adapting where necessary

5. (learning intentions / goals / success criteria) How am I going?
Providing clarity means students are confident in answering the following questions:
            Where am I going?
(learning intentions / goals / success criteria)
          How am I going?
(self-assessment / self-evaluation)
          Where to next?
(progression / new goals)

6. Task One: What does Hattie say?
Teacher clarity has an effect size of 0.75 and is ranked th in effectiveness ratings
“Learning intentions describe what it is the teacher wants students to learn in terms of skills, knowledge, attitudes, and values, within any particular unit or lesson.
Learning intentions should be clear, and provide guidance to the teacher about what to teach, help learners be aware of what they should learn from the lesson (or sequence of lessons), and form the basis for assessing what the students have learnt and for assessing what the teachers have taught well to each student.

7. (learning intentions / goals / success criteria) How are they going?
Questions teachers should ask to gain clarity:
            Where should my learners be going with their learning?
(learning intentions / goals / success criteria)
          How are they going?
(assessment / evaluation)
          Where should they go to next?
(progression / new goals)

8.  View Hattie speaking about LIs and SCs
“The key is to move away from ‘busy’ work that students might enjoy but which has little relationship to the learning intention.”
(Hattie, Visible Learning: A Synthesis 2009)
 View Hattie speaking about LIs and SCs
 Take notes as you watch (page 2 of your handout)

9. Task Two: What does Shirley Clarke say?
 In groups, you will read a section from Shirley Clarke’s Formative Assessment in the Secondary Classroom (pages 3 to 14)
 Take notes as you read your section. These need to summarise the key points Clarke is making.
 Teach the other five members of your group the key elements of what Shirley Clarke writes about LIs and SCs

11. 0.75 Teacher Clarity

13. Not about speaking clearly but this is a prerequisite.

14. Hattie defines teacher clarity quoting the (unpublished) work of Fendick (1990) as “organization, explanation, examples and guided practice, and assessment of student learning — such that clarity of speech was a prerequisite of teacher clarity.” (Hattie 2009, 126)

15. Sometimes the magical mystery tour is necessary to engage students, to stimulate their curiosity. If you are having a magical mystery tour, the teacher needs a map ( plan and a reason) and should share this with the students at some point.

16. One of the main points of Visible Learning is the importance to clearly communicate the intentions of the lessons and the success criteria.
Clear learning intentions describe the skills, knowledge, attitudes and values that the student needs to learn.
Teachers need to know the goals and success criteria of their lessons, know how well all students in their class are progressing, and know where to go next.

18. 0.75 Feedback
0.75 Teacher Clarity

19. 0.75 Feedback
0.75 Teacher Clarity

20. “Just work through the text book” is pretty clear
You tube and online learning?
I could be very clear about my Intentions if I just said “we are just going to work through this book” or just do Education perfect.
“It’s going to be on the test!”

22. 0.75 Feedback
0.75 Teacher Clarity

23. 0.75 Feedback
0.75 Teacher Clarity

24. 0.75 Feedback 0.75 Teacher Clarity
In Hattie's model, all these factors are important for different phases of the learning.

25. 0.75 Feedback 0.75 Teacher Clarity 1.44 Self reported grades
Or Student Expectations

26. 1.44 Self reported grades or Student Expectations
This strategy involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability.
There is a link of this to Students assessing themselves against Success criteria
0.72 Teacher Student Relationships

27. Learning Intention: To unpack Teacher clarity.
Context: Learning Intentions and Success criteria and Visible learning.
Success Criteria:
I know what teacher clarity is.
I know it’s relative effect size and how important it is.
I know that LI and SC’s don’t need to be shared at the beginning of a lesson but they need to shared.
I can see how its effect size compares to other strategies.
I can see that the use and timing of a particular Strategy might depend on the phase of learning that a student is at.

28. Diana
Crawford

29. Diana
Crawford

30. Dom Urmson

31. Dom Urmson

34. Y Y 5 5 Dom Urmson Daily Learning intentions and check off sheet
On the wee LO/SC board on the right:
“What we are learning today”
[LO]
“I know I have had a good lesson if”
[SCs for that day – a checklist of specific goals for that lesson]
On the main whiteboard is the agenda / routine for the lesson.
Y Y 5 5
Dom Urmson

36. Y Y 5 5

42. Learning Intention: The destination
Success Criteria: The stops along the way

45. Thankyou

46. Task Three: Evaluating your own Learning Intentions and Success Criteria
 You have the opportunity to review a unit plan of your own to check the LIs and SC are as clear and effective as they can be.
 When you have finished, take a photo and send to Nicola so we can share with others.