1. Structuring the Learning Senior Teaching and Learning Coach
Danielle Leigh
Senior Teaching and Learning Coach

2. Starter: Art Attack! Draw a house on your mini-whiteboard.
You have three minutes.

3. Task One: Round Robin
There is a great deal of research about what makes a difference in the classroom, but of greatest importance to teachers is knowing which teaching and learning experiences make the most difference.
Consider the variety of experiences, influences and interventions that impact student learning and achievement. Take it in turns to state one until no further ideas can be generated.

4. One study by Hattie* sought to identify the effect size of these influences. He found that the key to making a difference was making teaching and learning visible.
The average effect size of all influences studied was 4.0. The following have an above-average impact on student achievement.
*Hattie, J. (2009) Visible Learning: A synthesis of over 800 meta-analyses related to achievement, Routledge, London.

5. Visible Teaching Visible Learning
Making learning the explicit goal
Sharing challenging learning intentions and success criteria
Planning interventions that deliberately encourage mastery of these intentions
Seeking and giving feedback
Adapting teaching as a result of feedback from learners
Active involvement in learning
Being involved in setting challenging learning intentions and success criteria
Seeking feedback for learning

6. Writing Learning Intentions
KNOWLEDGE: What must the pupils know or understand?
Name, state, identify, define, recall, select
Describe, explain, compare, infer, interpret
SKILLS: Which skill(s) must the pupils be able to use?
Classify, rank, simplify, analyse, cause-effect
EXTENDED THINKING: What could the most able challenge themselves to achieve?
Calculate, apply, criticise, debate, disprove
Increasing difficulty (Bloom)

7. Task Two: Practice
Using the school template, write a set of learning intentions to structure a lesson on population pyramids.

8. Evaluation: WWW/EBI?
Now choose a lesson from your own subject area. Write a set of learning intentions to structure the lesson.

9. Task Three: Using Success Criteria
Discussion point:
When should success criteria be used?
Look again at the house you drew at the beginning of this session. Swap with a partner and assess their work using the following criteria:
Feature
Mark
Outline of home 1
Bricks 2
Roof
Tiles on roof
Windows
Curtains
2 per pair
Door
Door knob 3
Chimney
Smoke from chimney
Garden
Fence/flowers/trees
1 each

10. We are not looking for…

11. Review: Write a set of learning intentions to structure this session.
KNOWLEDGE: What did I want you to know/understand?
Name, state, identify, define, recall, select
Describe, explain, compare, infer, interpret
SKILLS: Which skill(s) did I want you to use?
Classify, rank, simplify, analyse, cause-effect
EXTENDED THINKING: How have I challenged you?
Calculate, apply, criticise, debate, disprove

12. Structuring the Learning
KNOWLEDGE:
Identify challenging learning intentions.
Explain the purpose of success criteria.
SKILLS:
Construct challenging learning intentions for use in the classroom.
EXTENDED THINKING:
Examine your own practice and experiment with learning intentions and success criteria.