1. CWT workshop 2

2. Learning intentions: We are learning to (W.A.L.T.):
Conduct classroom observations a give meaningful, focused, non-judgmental feedback to colleagues.
Evaluate student feedback to determine the degree to which students know what they are learning and why.
Identify and effectively frame learning intentions
Demonstrate professional learning, growth and development, according to the AITSL professional standards, and the GHS PDRP.
By the end of this unit, you will:
understand what learning intentions and success criteria are;
be able to define and communicate learning intentions and success criteria; and
know how to successfully use these two elements of AfL in your classroom.

3. Classroom Observation - Reflective Pause
What are you confident with? What are you getting better at? Explain.
To what extent do you believe your students’ achieved the learning intention? Discuss.
Review student feedback, discuss whether students’ were able to provide a clear and accurate description of what they were learning and why?
Based on the feedback from the observer and students what will you see in the future…….....
Success Criteria is how can children show that they have achieved that objective, what they have to do.

4. The Challenge…..
Students being able to explain what they are learning and why in their own words.

5. We are learning to (verb)……..
Writing learning intentions - refinement
Establishing purpose
To address the ‘why’ we are learning this we will adopt a ‘whole-school’ approach to write learning intentions in the following way.
We are learning to (verb)……..
(addresses what we are learning)
So that………
(addresses why)
The next element in the Assessment for Learning process is the development of success criteria.
If learning intentions spell out what the students will learn and why, the success criteria show pupils how to recognise success.

6. Your Turn (Solo Time)
Write a learning intention for a current lesson or topic using the format described.
The next element in the Assessment for Learning process is the development of success criteria.
If learning intentions spell out what the students will learn and why, the success criteria show pupils how to recognise success.
Share the learning intention with your colleagues

7. 1. Seeing the learning intention
2. Hearing the Learning intention
3. Doing something with the learning intention
Unpack the vocabulary of the learning intention
Discuss how it connects to previous learning
Write it or speak it in their own words
Discuss with a partner what they might be learning

8. Learning Intentions – student survey
Select one class (preferably a class you have all year
Analyse the results and identify areas for improvement
Survey – completed each term to gauge improvement
Use as evidence for PDRP – goal 3

9. Classroom Observations
Lesson Observation Overview’ Proforma
Classroom Observation Overview Proforma

10. 2015 PDRP – refer to handout

11. 2015 PDRP – Resources 1. Illustrations of Practice - by Career Stage
Videos of Illustrations of Practice that capture teaching practice aligned to the Australian Professional Standards for Teachers in a range of contexts and across career stages, year levels and learning areas.
2. My Standards App