Transcript
© PMB 2007
Assessment for Learning (AfL)
Unit 2:
Sharing Learning Intentions & Success
Criteria
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In this Unit We Are Learning to…
• understand what learning intentions and success criteria are;• be able to identify and frame learning intentions and success
criteria; and• identify opportunities for using learning intentions and
success criteria in our own classroom.
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Why Are Learning Intentions and Success Criteria 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’
Success Criteria‘How to recognise success’
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What Is a Learning Intention?
‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004)
Learning Intentions• Identify new learning• Focus on transferable skills
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Sharing Learning Intentions
1. Identify what pupils will be learning (We are learning to…).
2. Explain the reason for the learning (This is because…).
3. Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity.
4. Present these in language that pupils can understand.5. Revisit the learning intention throughout the
activity/lesson.
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What Is the Learning?
• Knowledge• Understanding• Skills
* Focus on transferable skills when possible
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Defining the Learning Intention• We are learning to…
- work effectively in groups.
- use evidence to draw conclusions.
- identify odd and even numbers.
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Defining the Learning Intention cont.• Activity: What are we doing?
- Write a description of your best friend.
• Learning Intention: What are we learning?
- To write an effective characterisation.
• Context: Vehicle for the learning
- Friendship
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Activity 1
From Doing to Learning
Learning IntentionBe able to identify learning intentionsBe able to frame learning intentions
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Getting the Learning Intentions Right!
Activity Learning Intention
Context
Give a speech for or against smoking
To present a point of view in a persuasive way
Speech about smoking
Draw a bar chart to show how pupils in our class come to school
To present information graphically
Bar chart on types of transport used to get to school
Work effectively in a group to design a leaflet to promote healthy eating
To be able to work effectively in a group
Healthy eating leaflet
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Tips: Using Learning Intentions Effectively • Start small.• Separate the learning intention from the activity
instructions.• Tell pupils why they are learning it.• Use child-friendly language (and/or ensure children
have the language of learning).• Make it visible (display).• Allow time for discussion with pupils.
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Success Criteria
• Success Criteria
• ‘How to recognise success’
Learning Intentions‘What’ and
‘Why’
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Why Are Success Criteria Important?• Improve understanding• Empower pupils• Encourage independent learning• Enable accurate feedback
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What Are Success Criteria?
‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’
- Shirley Clarke
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Effective Success Criteria…
• are linked to the learning intention;• are specific to an activity;• are discussed and agreed with pupils prior to
undertaking the activity;• provide a scaffold and focus for pupils while engaged in
the activity; and• are used as the basis for feedback and peer-/self-
assessment.
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Learning Intention: We are learning to write a narrative.
Activity: Write a ghost story.
I will be successful if:
• people enjoy reading my story; and• it frightens them.
I will be successful if:
• set the scene in the opening paragraph;• build up tension/suspense;• use spooky adjectives and powerful verbs; and
• end with a cliffhanger.
Effective Success Criteria cont.
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Additional Examples
We are learning to…present an argument.
We are learning to…calculate the passing of
time in 5-minute intervals.
Remember to…
• include opening and closing statements
• give reasons for and against• use evidence to support• use language to persuade
Remember to…
• count from the minute hand• stop where the minute hand
finishes• count in fives• go clockwise
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Activity 2
From Learning Intention to Success Criteria
Learning IntentionTo identify and frame success criteria
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Frame Your Own Success CriteriaLearning Intention Context
To present information graphically
Types of transport used to get to school
To carry out a fair test Conductivity of materials
To be able to work effectively in a group
Producing a healthy-eating leaflet
To research information Use the internet to find information on life in the trenches in World War One
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Recapping the Benefits
• How does the use of Learning Intentions and Success Criteria benefit pupils?
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Benefits for Pupils (Findings from N.I. Teacher
Researchers)
‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’
‘We have given children the vocabulary to discuss their own work.’
‘Success can now be achieved by all, even the weakest children!’
‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’
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Benefits for Teachers (Findings from N.I. Teacher
Researchers)
‘Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’
‘I’m more sensitive to individuals’ needs/achievements.’
‘Relationships between teacher and pupils are warmer and more positive.’
‘My planning is moreeffective/focused/thoughtful.’
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Summary
To take more responsibility for their own learning, pupils 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.
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Summary cont.Using Learning Intentions and Success Criteria:• creates more self-motivated pupils;• empowers pupils to become independent learners;• improves understanding; and• can help focus feedback.
This isn’t all new• but we need to be more systematic about using these
approaches in our classrooms.
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