Structuring the Learning Senior Teaching and Learning Coach Danielle Leigh Senior Teaching and Learning Coach

Starter: Art Attack! Draw a house on your mini-whiteboard. You have three minutes.

Task One: Round Robin There is a great deal of research about what makes a difference in the classroom, but of greatest importance to teachers is knowing which teaching and learning experiences make the most difference. Consider the variety of experiences, influences and interventions that impact student learning and achievement. Take it in turns to state one until no further ideas can be generated.

One study by Hattie* sought to identify the effect size of these influences. He found that the key to making a difference was making teaching and learning visible. The average effect size of all influences studied was 4.0. The following have an above-average impact on student achievement. *Hattie, J. (2009) Visible Learning: A synthesis of over 800 meta-analyses related to achievement, Routledge, London.

Visible Teaching Visible Learning Making learning the explicit goal Sharing challenging learning intentions and success criteria Planning interventions that deliberately encourage mastery of these intentions Seeking and giving feedback Adapting teaching as a result of feedback from learners Active involvement in learning Being involved in setting challenging learning intentions and success criteria Seeking feedback for learning

Writing Learning Intentions KNOWLEDGE: What must the pupils know or understand? Name, state, identify, define, recall, select Describe, explain, compare, infer, interpret SKILLS: Which skill(s) must the pupils be able to use? Classify, rank, simplify, analyse, cause-effect EXTENDED THINKING: What could the most able challenge themselves to achieve? Calculate, apply, criticise, debate, disprove Increasing difficulty (Bloom)

Task Two: Practice Using the school template, write a set of learning intentions to structure a lesson on population pyramids.

Evaluation: WWW/EBI? Now choose a lesson from your own subject area. Write a set of learning intentions to structure the lesson.

Task Three: Using Success Criteria Discussion point: When should success criteria be used? Look again at the house you drew at the beginning of this session. Swap with a partner and assess their work using the following criteria: Feature Mark Outline of home 1 Bricks 2 Roof Tiles on roof Windows Curtains 2 per pair Door Door knob 3 Chimney Smoke from chimney Garden Fence/flowers/trees 1 each

We are not looking for…

Review: Write a set of learning intentions to structure this session. KNOWLEDGE: What did I want you to know/understand? Name, state, identify, define, recall, select Describe, explain, compare, infer, interpret SKILLS: Which skill(s) did I want you to use? Classify, rank, simplify, analyse, cause-effect EXTENDED THINKING: How have I challenged you? Calculate, apply, criticise, debate, disprove

Structuring the Learning KNOWLEDGE: Identify challenging learning intentions. Explain the purpose of success criteria. SKILLS: Construct challenging learning intentions for use in the classroom. EXTENDED THINKING: Examine your own practice and experiment with learning intentions and success criteria.