Assessment for Learning © GCK 2009 Sharing Learning Intentions

Assessment for Learning © GCK 2009 We Are Learning to… understand what learning intentions are; be able to identify and frame learning intentions; and identify opportunities for using learning intentions in your own classroom.

Assessment for Learning © GCK 2009 Why Are Learning Intentions 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’

Assessment for Learning © GCK 2009 Using learning intentions helps students develop a picture of what is expected of them from the learning. “Many pupils do not have such a picture and appear to have become accustomed to receiving classroom teaching as an arbitrary sequence of exercises with no overarching rationale… When pupils do acquire such overview, they then become more committed and more effective as learners: their own assessments become an object of discussion with their teachers and with one another…” Black & Wiliam (1998) P10

Assessment for Learning © GCK 2009 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

Assessment for Learning © GCK 2009 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.

Assessment for Learning © GCK 2009 What Is the Learning? Knowledge Understanding Skills * Focus on transferable skills when possible

Assessment for Learning © GCK 2009 Defining the Learning Intention We are learning to… - work effectively in groups. - use evidence to draw conclusions. - identify odd and even numbers.

Assessment for Learning © GCK 2009 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

Assessment for Learning © GCK 2009 Activity 1 From Doing to Learning Learning Intention Be able to identify learning intentions Be able to frame learning intentions

Assessment for Learning © GCK 2009 Getting the Learning Intentions Right! ActivityLearning IntentionContext 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

Assessment for Learning © GCK 2009 Learning intention with context Learning intention without context Context or activity To present an argument for and against vegetarianism To present an argument including ‘for’ and ‘against’ positions Vegetarianism To produce a questionnaire about shopping patterns To be able to investigate the distribution of an economic activity Interviews with family about where they shop and how their shopping patterns have changed To order numbers to 10To order written numbersNumbers to at least 10 using number cards Examples of learning intentions with and without the context (Clarke, 2005)

Assessment for Learning © GCK 2009 Learning intention with context What students thought they were learning Learning intention without context What students thought they were learning now To write instructions to make a sandwich “I would learn how to make a sandwich”. To write instructions (A sandwich) “We would be learning 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 (Great fire of London, Samuel Pepys) “We would learn to find out about how other people lived.” Learning Intentions: what students thought they were learning (Clarke 2005)

Assessment for Learning © GCK 2009 Tips: Using Learning Intentions Effectively Start small. Separate the learning intention from the activity instructions. Tell pupils why they are learning it. Use student-friendly language (and/or ensure students have the language of learning). Make it visible (display). Allow time for discussion with pupils.

Assessment for Learning © GCK 2009 Recapping the Benefits How does the use of Learning Intentions benefit pupils?

Assessment for Learning © GCK 2009 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.’ ‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’

Assessment for Learning © GCK 2009 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 more effective/focused/ thoughtful.’

Assessment for Learning © GCK 2009 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.

Assessment for Learning © GCK 2009 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.