1. 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?

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

3. 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.

4. 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

5. 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

6. 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?

7. 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’

8. 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……..

9. 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

10. 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

11. 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)

12. 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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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

18. 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

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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