2. In this unit we are learning to… understand what learning intentions and features of quality are be able to identify and frame learning intentions and features of quality identify opportunities for using learning intentions and features of quality in our own classroom

3. Why are learning intentions and features of quality 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) Learning intentions ‘What’ and ‘Why’ Features of quality ‘How to recognise success’

4. What are learning intentions? Learning intentions are statements that describe the learning activities/tasks that a lesson or series of lessons will focus on. Learning Intentions Identify new learning Focus on transferable skills

5. Sharing learning intentions 1.Identify what students will be learning (We are learning to…) 2.Explain the reason for the learning (This is because…) 3.Share and where appropriate, negotiate the learning and the reason with students at the beginning of the lesson or activity 4.Present these in language that students can understand 5.Revisit the learning intention throughout the activity/lesson

6. What is the Learning? Knowledge and understanding Skills (Focus on key skills when possible) Attitudes and dispositions

7. Exploring learning intentions We are learning to… - share ideas honestly - make connections between what I already know and new learning

8. Exploring learning intentions Activity: What are we doing? - Write a description of the main character in a novel Learning intention: What are we learning? - To write an effective characterisation Context: - Junior Cycle English

9. Activity 1 From doing to learning

10. Getting the learning intentions right! ActivityLearning intentions To plan an investigation to determine the relative effectiveness of baking soda as an antacid treatment. To be able to: write a testable hypothesis decide on the most appropriate methods for conducting an investigation explain how reliability, fairness and safety have been considered Give a speech for or against smoking To present a point of view in a persuasive way Working in a group to design a leaflet to promote healthy eating To be able to work effectively in a group

11. Tips for using learning intentions effectively Start small Separate the learning intention from the activity instructions Make sure students understand why they are learning it Use student-friendly language (and/or ensure students have the language of learning) Make it visible (display) Allow time for discussion with students

12. Features of quality Learning Intentions ‘What’ and ‘Why’ Features of quality ‘How to recognise success’

13. Why are features of quality important? Improve understanding Empower students Encourage independent learning Enable accurate feedback

14. What are features of quality? Students and teachers make judgements on the quality of student work by viewing evidence of learning against criteria called features of quality.

15. Features of quality… are linked to the learning intentions are specific to an activity/task are discussed and agreed with students prior to undertaking the activity/task provide a scaffold and focus for students while engaged in the activity/task are used as the basis for feedback, peer-assessment and self-assessment.

16. Learning intentions: To be able to: write a testable hypothesis decide on the most appropriate methods for conducting an investigation explain how reliability, fairness and safety have been considered Activity: To plan an investigation to determine the relative effectiveness of baking soda as an antacid treatment Features of quality: Generates, discusses, and chooses interesting questions to investigate Uses scientific ideas to make testable predictions Suggests more than one way to investigate the question Identifies the variables in the investigation Explains the predicted relationships between the variables Identifies and justifies the most appropriate way to investigate Conducts a risk assessment of the proposed method and outlines necessary safety precautions Identifies the most appropriate data-gathering instruments to record reliable data Acknowledges the limitations on the precision of the data to be recorded

17. Activity 2 From learning intentions to features of quality

18. Recapping on the benefits How does the use of learning intentions and features of quality benefit students?

19. Summary To take more responsibility for their own learning, students need to know: what they are going to learn how they will recognise when they have succeeded why they should learn it in the first place

20. Summary cont. Using learning intentions and features of quality: creates more self-motivated students empowers students to become independent learners improves understanding can help focus feedback