Transcript AifL Part 4 - Learning is the Work

Be careful not to contextualise your
learning intentions…
Contextualised
Learning Intention.
What children
thought they might
learn.
Learning Intention
separated from its
context.
What children
thought they might
learn.
To know that
household products,
such as bleach, can
be harmful.
“We would learn
about safety and
science.”
To know that
chemicals can be
harmful.
“I would be learning
how to be safe and
sensible and what
could happen if I
wasn’t”
To write instructions
for making a
sandwich.
“I would learn how
to make a
sandwich.”
To write instructions. “We would be
learning how to
write instructions. “
To know why Samuel
Pepys is important in
understanding the
events of the Great
Fire of London.
“ We would be
learning about what
happened and what
he wrote. We would
also learn how to
put a fire out.”
To know how
primary sources help
us to find out about
the past.
“We would learn
how to find out
about how other
people lived.”
In Summary……..
• DO have a learning intention clear in your mind before you plan your
lesson
• DO feel free to share it with students in as creative and interesting
a way as you’re capable of
• DO have success criteria against which progress can be measured
• DO refer back to your learning intention at various points in the
lesson and get students to explain how far they’ve met it.
• DON’T just get students to copy them down in their books and tick
them at the end of the lesson.
• copying learning intentions and success criteria for 3 mins per lesson
= 10 school days ‘wasted’ per pupil per year. We need to avoid the
dreaded
‘copy these in to your book so that we can sit and tut at the slowest
writer
So…….’
NAR Flowchart
Success Criteria
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
Why Are Success Criteria Important?
• Improve understanding
• Empower pupils
• Encourage independent learning
• Enable accurate feedback
Effective Success Criteria
• Are linked to the learning intention (avoid
repitition of same language)
• 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
• Are used as the basis for feedback, peer-/self
assessment and teacher judgements
• Evidence should clearly link to Success Criteria
Process Stronger than Product
Learning Intention
• To be able to identify odd and even numbers
Product Success Criteria
• Your answers will be correct
Process Success Criteria
• Look at the last digit in the number to look for
a pattern
• Divide the number by two to check
• Dylan Williams – Autonomous Learners