Student learning at Geelong High School

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Presentation transcript:

Student learning at Geelong High School See Think Wonder What do you see? What do you think about that? What does it make you wonder?

Learning Task On the learning intentions workbook draw or write a metaphor for learning.

Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Formative Assessment Sharing learning intentions SSP: Increase staff capacity to use formative assessment to plan teaching and learning.

Learning intentions for the workshop Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Learning intentions for the workshop   We are learning to… Describe what learning intentions are Identify reasons for using learning intentions Effectively share and frame learning intentions

Formative Assessment – 5 Key strategies Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Formative Assessment – 5 Key strategies Wiliam 2009

What are learning intentions? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning What are learning intentions?   “are statements that describe to students what they will know, understand, and be able to do at the end of a sequence of instruction around big idea(s).” (Toni Glasson 2009) Big Idea: Explaining to students what they are learning and why?

Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Learning Task   Individually complete the ‘Reflecting on current practices – Clarifying and sharing learning intentions’. Turn and talk (2 minutes each in pairs) a quick reflection on: ‘What I do, What I don’t do, What I will do next’

Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Learning Task   1 Read the article ‘Leveling the Playing Field: Sharing Learning Intentions and Criteria for Success’ 2. ‘Word/phrase/sentence’ reflection From the article identify a word, phrase and sentence that you believe is important in sharing and clarifying learning intention(s). Word…… Phrase…… Sentence……..

Why use learning intentions? How does the comic relate to the importance of sharing learning intentions with our students? Discuss with your partner (2 minutes) 02.Jan.2010

Why use learning intentions? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Why use learning intentions? Individually complete the ‘why use learning intentions’ to identify the other potential benefits of clarifying and sharing learning intentions with the students Share some of your responses with other people at your table

Why use learning intentions? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Why use learning intentions? ‘that successful learning is dependent on clear, learning intentions that describe the skills, knowledge, attitudes and values that the student needs to learn’. Hattie 2009 Hattie recognised that learning intentions are an integral part of: Teacher Clarity (ES.75) Direct Instruction (ES.59)

Why use learning intentions? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Why use learning intentions? students know what to focus on and what is expected of them (improve learning culture) creates more self-motivated pupils; empowers pupils to become independent learners can help focus feedback. Supports effective lesson closures Used to develop success criteria opportunities for teacher-student interactions Alignment with curriculum, instruction & assessment

Why use learning intentions? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Why use learning intentions? This isn’t all new....... but we need to have a systematic approach across the school about using learning intentions in our classrooms.

Sharing learning intentions Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Sharing learning intentions May run several lessons Uninspiring teaching Discuss with the people on your table how learning intentions can be shared without compromising the students’ interest or motivation.

Practical techniques: Sharing learning intentions Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Practical techniques: Sharing learning intentions Explained near, but not necessarily at, the start of a lesson/unit Allow time for discussion with students Displayed for the visual learner In ‘pupil-friendly’ language – clear and concise Referred to regularly throughout the lesson Reviewed at the end of your lesson or plenary Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

What makes a good learning intention? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning What makes a good learning intention? In ‘pupil-friendly’ language – clear and concise Focused on what students will learn not what activities they will do. Aligned with knowledge, Skills & understanding Beginning a learning intention with the words “We Are Learning To (WALT)…” is an effective way of ensuring our focus on the learning and not just the task or a description of the activity. Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

What makes a good learning intention? Activity What are we doing? Learning Intention What are we learning? Write a description of a character from the novel ‘Boy Overboard’ To write an argument against abortion Draw a bar chart to show how students in our class come to school Complete a heart dissection 02.Jan.2010

What makes a good learning intention? Activity What are we doing? Learning Intention What are we learning? Write a description of a character from the novel ‘Boy Overboard’ To write an effective characterisation. To write an argument against abortion To present a point of view in a persuasive way Draw a bar chart to show how students in our class come to school To present information graphically Complete a heart dissection To describe the structure and function of the heart 02.Jan.2010

What makes a good learning intention? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning What makes a good learning intention? Use verbs where possible. For example:- “We are learning to analyse...” “We are learning to describe...” “We will learn to evaluate...” “We are learning to contrast …” “We are learning to distinguish…” Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

What makes a good learning intention? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning What makes a good learning intention? Bloom’s Taxonomy (and associated verbs) can be a useful tool when thinking about how to introduce a greater level of challenge into lessons. Ideally, we should be aiming to set intentions towards the top of the scale as often as possible. Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

What makes a good learning intention? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning What makes a good learning intention? Where appropriate, the context of the learning intention is removed (avoids confusion) Activity Learning intention Context To write instructions to make a sandwich To write instructions (A sandwich) Make a sandwich Give a speech for or against smoking To present a point of view in a persuasive way Speech about smoking Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

Writing learning intentions for VCE? Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning Writing learning intentions for VCE? VCE: Using the Study Design for Learning Intentions Study designs indicate the overall Unit intention Breaks down the Key Knowledge and Skills students need to demonstrate. These form the basis of the LI. Assessment descriptors (from ‘Assessment Handbook) indicates how students’ demonstrate success (success criteria) Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

At Geelong High School the learning intention Visible Thinking & Learning Positive Learning Environment High Expectations Quality Learning Tasks Assessment, Feedback and Data Learning Intentions and Success Criteria Variety of Teaching & Learning Strategies Instructional Model Student Centred Learning At Geelong High School the learning intention Is clearly articulated then reflected upon at the end of the lesson Is discussed with students near the beginning, during, and at the end of the lesson Separates the learning from the task/activity Explains to the students why they are learning something Uses appropriate language. Displays (where possible) the learning intention Uses verbs to frame the learning intention Separates the context from the learning intention where possible Most of these strategies are self-explanatory. Planning and writing frames provide a structure to help students develop a response. While some teachers see such frames as constricting, for most students they provide valuable ‘scaffolding’ for their answers.

It is often appropriate to introduce the lesson with a question or brief activity, demonstration or video clip to get pupils thinking prior to the introduction of the learning intention. For lessons to come to life in the classroom, they must emanate from the heart.  Learning Objectives are the heart of every lesson.  They give a purpose to learning.  They are the foundations for lesson planning.  Objectives provide the criteria for evaluating student achievement. She says, “Objectives ensure learning is focused            so students have a sense of purpose to