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2. Learning Intentions and Success Criteria Te Kotahitanga 2009 3. Today we are learning to..
4. Success Criteria I can: * understand what an effective learning intention is * understand what effective success criteria look like * construct learning intentions and success criteria in my own subject area 5. What words should I use?
What do we want students to know and be able to do as a result of this learning experience? Learning outcomes orintentions What kind of learning experience will be appropriate to achieve the learning outcomes / intentions? Context or task What will the quality or standard of work be in order for students to achieve the learning outcome / intention? Achievement criteria or success criteria 6. So..What is alearningintention? Activity: Think.peer.share All these terms mean the same thing: Learningintentions Learningoutcomes Learningobjectives 7.
8. Why AreLearningIntentions andSuccessCriteria Important? Using learning intentions helps students develop a picture of what is expected of them from the learning. 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 SuccessCriteria How to recognise success 9.
10. SharingLearningIntentions
11. LearningIntentions can be written in different ways
12. Define thelearningthat is going to happen in your lesson or series of lessons
13. Learning Intentions with context
Learning Intentions without context
14. What the students thought they were learning.. From Clarke, S. (2005).Formative Assessment in Action: weaving the elements together. We would learn to find out about how other people lived. To know how primary sources help us to find out about the past (Great fire of London, Samuel Pepys) We would be learning about what happened and what he wrote.We would also learn how to put a fire out To know why Samuel Pepys is important in understanding the events of the Great Fire of London We would be learning to write instructions. To write instructions (A sandwich) I would learn how to make a sandwich. To write instructions to make a sandwich What students thought they were learning now Learning intentionwithout context What students thought they were learning Learning intentionwith context 15. Activity: Sort out learning intentions with context and learning intentions without context, then add what the context or activity may be. 16. Why are success criteria important?
17. When effective success criteria are used.
18. Examples
Activity:Write a ghost story. Learning Intention: We are learning to write a narrative. 19.
We are learning to calculate the passing of time in 5-minute intervals. We are learning to present an argument. 20. The first active element of formative assessmentis
21. Where do learning intentions come from? Learning intentions or outcomes are not selected at random rather they arise from the evidence that we already have about students learning. When we know where students are at in their learning we can identify the next step to move the learning on. The learning outcome or intention will reflect this learning shift, showing the students what they are aiming for. The success criteria will then provide them with a clear picture of what their work will be like if it is to meet the stated intention. 22. Dinosaurs - triceratops Context Animals from long ago - dinosaurs Learning outcome To complete an observational drawing Your Task Using the picture on the next page as a model, draw a triceratops (in the original task a plastic model was used) Successcriteria Before you start, make a note of the key elements of an observational drawing that you would be looking for in a students work 23. 24. Finished? When you have completed your drawing, use the marking schedule on the following page to assess your own work. You can also use the examples of student work to level your drawing. 25. Marking schedule the triceratops observational drawing 4Very high 3Quite high 2Moderate1Low Lifelike quality. Confident treatment of the subject. Expressiveness 4Very high 3Quite high 2Moderate1Low Fine detail of features observed and included. Appropriate tonal marking (texture, pattern, line) Detail 4Very high 3Quite high 2Moderate1Low Appropriate placement and size of near and far features. Use of shading 3-dimensional quality 4Very high 3Quite high 2Moderate1Low Main parts and features observed and recorded. Different parts appropriately shaped and in reasonable proportions Main features of observed object Mark Key Attributes Skills 26. M arking schedule The triceratops low range 27. Marking schedule The triceratops mid range 28. Marking schedule The triceratops high range 29. Sharing achievement criteria
30. Summary of steps
31. Learning intentions and success criteria need to be displayed and be easily accessible to both the students and the teacher. 32. This isnt all new but we need to be more systematic about using these approaches in our classrooms.