1. Designing Quality Learning: Clear Learning Intentions and Steps to Success

3. Draw a house activity

4. Subject
Learning Intention
Context
Steps to Success (What you need to do to achieve the learning intention). These are planned, determine the adult modelling focus
Art
To use line and tone effectively
Sketching houses
Select appropriate pencil depending to match type of line and tone
Angle the pencil to create thicker or thinner line texture for walls and windows
Apply hatching techniques to shade front door

5. Coverage
“We have got to do a lot few things in school. The greatest enemy of understanding is coverage. As long as you are determined to cover everything, you actually ensure that most kids are not going to understand. You’ve got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it – not just as a school but at home and on the street and so on.”
Howard Gardner
“Teachers have to take risks in the belief that investment of time in formative assessment will reap rewards in the future, whilst ‘delivery’ and ‘coverage’ with poor understanding are pointless and even harmful.”
Black and William

6. Coverage and Learning Intentions
Don’t spend too much time on ‘knowledge’ learning intentions. Knowledge that is not being used is easily forgotten. No matter how interesting the lesson is, we cannot ensure that knowledge will be remembered. Spend more time on skills and concepts in which the knowledge is being used. (information retrieval. Writing accounts, designing experiments).
Decide which learning intentions in a long list are most significant. Relinquish those learning intentions that will be revisited, learnt through natural life experiences or are small and trivial knowledge points.
Don’t get children to do endless exercises or sums or sentences which take up valuable learning time. Do two or three examples only, then go through these with the class. More will be learnt and less time spent.
Create a whole school culture to show that your priority is to achieve maximum learning rather than maximum coverage. Lengths of units in long term plans can remain the same, but teachers should be able to follow the points above in deciding how best to facilitate learning within that timeframe.
Spend a few minutes briefly discussing which of these issues is the most pressing for your school

7. Different types of learning intention1
Bits learning intentions (skills, concepts or knowledge) Mathematics: To use repeated addition to solve number problems Science: To know how to conduct a fair test
Application learning intentions Mathematics: To solve division problems using any method Science: To be able to design and write up an experiment correctly

8. Different types of learning intention
We need a balance between the two types of lesson all the time. This means planning skills, concepts and knowledge lessons punctuated by application lessons.

9. Getting learning intentions right
Muddled
“To make a list of what a pet needs”
Children more likely to be focused on the pet because the context is more tangible than the abstract intention.
Teacher also more likely to be focused on the pet than the list making
Clear
“To be able to make a list”
“Today we are going to learn to be able to make a list. We could make a list of lots of different things – like what clothes we are wearing, books we have read ….”

10. Examples of learning intentions
Before…. After …
Muddled learning intention with context
Learning intention
Context
To be able to write a
version of Little Red Riding
Hood.
To write an opening of a traditional text
Little Red Riding Hood
Write a short account about
how you kept occupied on a journey.
To write a short account with reasons
Select items to keep you occupied on a long journey
Describe a friend.
To create an effective characterisation
Describe a friend

11. Displaying learning intentions
“In a study of 72 schools where teachers were sharing learning intentions verbally the children were asked whether or not the teachers had shared the learning intention with the class. All but the brightest children denied they were being given learning intentions although some did say they were being given some activities ‘for the SATs’.
I then asked the teachers to display the learning intentions for eight weeks and re-interviewed the same children. The difference was astonishing. All children, across the ability range, talked about the ‘learning intention’, explained how the teacher wrote it up on the board and even giving me examples of learning intentions for that day. Brighter children said it helped focus and not get distracted. Less able children said they looked up at the learning intention – and especially the success criteria – to remind themselves of what they should be doing.”
“We learned to blend colours!” rather than “We painted rainbows”

12. Rationale for the learning intention
“Children need to know why they are covering the learning intention at all…..a few moments spent asking children their ideas was thought to be more motivating and helping the learning process to be more effective.”

13. Teachers asking children
School world
T: Why are we doing this?
P So that you can do it better than you did in September
Analytical
T Think generally, why are we doing this?
P Thinking things through before you do them is a good idea
Social
T Why have we done this today?
P So you don’t do it to anyone else
Practical
T So why are we doing this?
P We need to know about money

14. Key Points Delivery and coverage with poor understanding is pointless
There are 2 main types of learning intention:
Knowledge, concepts and skills (taught specifics)
Application (the applying of the first within the whole context)
Alternating the two types of learning intention furthers the learning
Learning intentions need to be explicitly separated from the context of the activity, except for knowledge, where the context is part of the learning intention
Children need to know how all the learning intentions for a unit of work fit together
Share learning intentions and success criteria in simple ways so that children see the purpose
It is useful for children to know the real life rationale for their learning

15. Success Criteria
For some time, many teachers mainly focused on success criteria around end points and products, using phrases like ‘by the end you will have…’. The Gillingham study revealed that ‘product’ success criteria were relatively unhelpful for children compared to ‘process’ success criteria.

16. Examples of ‘product’ success criteria which are less helpful for children
Learning intention: To be able to use papier mache effectively
Success criteria: Everyone to have made a bowl
Learning intention: To be able to identify odd and even numbers
Success criteria: Your answers will be correct
Learning intention: To write an effective characterisation
Success criteria: Someone who reads it feels like they really know the person

17. Learning Intentions With ‘Process’ Success Criteria
Learning intention: To be able to use papier mache effectively
Success criteria: Remember to:
Tear up paper
Cover it with paste
Smooth it around object evenly
Learning intention: To write an effective characterisation
Success criteria: Include all or some with examples:
Hobbies and interests
Attitude to themselves and others
What makes that person your friend

18. Key Features of Success Criteria
Success criteria need to be planned in advance
Planning success criteria leads to more focused activities and less over planning
Success criteria needs to be generic for all children, regardless of the task, as long as they can access the same learning intention. (Maths is the exception in some cases)
Brief and succinct
Summary of what has been agreed with children to give them ownership
Quality comes from the teaching and feedback, not the success criteria

19. “Once success criteria are visible in the room (90% of what the brain remembers is derived from visual images), children often look up while they are working to check that they are on task. Whenever I work with adults now, I only give tasks if they are accompanied by a success criteria.”

20. Possible Changes To Planning Format?
Learning Intention
Context
Success Criteria (what you need to do to achieve the learning intention)
Organisation (activity, resources, differentiation in brief)
Notes for future planning

21. Examples Subject Learning Intention Context Literacy (Y5)
Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
Literacy (Y5)
To write complex sentences
The Jungle Book
Use appropriate connectives
Include main and subordinate clauses
Vary the position of the subordinate clause for effect

22. Examples Subject Learning Intention Context Literacy (Y2)
Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
Literacy (Y2)
To be able to write instructions
Making Jelly
Write everything in correct order
Use bullet points, numbers, or first, second etc
Use imperatives (bossy verbs)
Use scaffold sheet

23. Examples Subject Learning Intention Context Numeracy (Foundation 2)
Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
Numeracy (Foundation 2)
To be able to count in two sets using practical aparatus
Farm Animals
Count the animals in the first group
Carry on the counting with the second group
Move each animal as you count

24. Examples Subject Learning Intention Context Science (Y3)
Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
Science (Y3)
To know the meaning of the terms translucent, transparent and opaque
Shining light through materials
Remember to:
Use the light source
Decide which group the material belongs to and put it in the right group
Use the definitions on the whiteboard if you are unsure

25. Examples Subject Learning Intention Context RE Y4 Judaism in the home
Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
RE Y4
To understand the importance of religious artefacts in worship
Judaism in the home
Remember:
Name the artefacts
Discuss their use
Explain why they are important

26. The Talent Code
“Experiences, when you are forced to slow down, make errors and correct them – as you would if you were walking up an ice covered hill, slipping and stumbling as you go – end up making you swift and graceful without your realising it.” Daniel Coyle (The Talent Code)
Explain the premise….
Brazilian soccer Futebol de salao – soccer in the room (Futsal) starts (20 hours per week practice vs 5 hours in UK)
Players touch the ball 600 percent more than in typical UK training session
Ignition
Artists of Florence – apprenticeship scheme
Donatello, Michelangelo all studied under great artitsts and spent thousands of hours solving problems, trying and failing
Bronte Sisters
----- Meeting Notes (04/10/ :50) -----
Comment on Isaac and ice skating

27. Because…
“Struggle is not optional – it’s neurologically required” Daniel Coyle
Myelin is grown and responds to urgent repetition
Myelin is universal meaning we are capable of life-long learning. One size fits all skills
Myelin wraps – it doesn’t unwrap
Age matters – myelin travels in waves
Explain how myelin works. Differentiate between neurons and dendrons. Electrically charged sending pulses and building pathways / connections

28. Practise Makes Myelin…
“Each time you practice anything, - sing a tune, swing a club, read this sentence – a different, highly specific circuit lights up in your mind. The simplest skill – say, a tennis backhand - involves a circuit made of hundreds and thousands of fibers and synapses.” Daniel Coyle (The Talent Code)

29. Great teaching happens in cycles
What a child is able to do in collaboration today, he will be able to do independently tomorrow
Lev Vygotsky

30. Why do we model?
A key teaching and learning strategy which scaffolds children’s learning to take them successfully from what they already know into new learning Vygotsky – Zone of Proximal Development The difference between what a child is capable of doing independently and what he/she could do with targeted assistance

31. For Vygotsky, children learn through cognitive and social interaction when learning is experienced in activities that have specific goals
Teachers have the knowledge and this needs to be transferred to the pupils
At first, the adult has all the language and cognition necessary to perform the task independently and successfully. Through modelling (behaviour, language, process) the adult leads the child to being able to act independently, competently and confidently

32. When and What do we model?
Do you model in every subject?
How much do we pre plan our modelling?

33. Deconstruction
Thoughts
Grammar
Values
Problem solving
Learning behaviour
Methods
Skills (e.g. how to use a protractor)
Rehearsal of ideas
Explaining decisions
Talk partner (use TA)

34. Before modelling . . . What do the children already know?
What do I want them to understand by the end of this unit/lesson?
How will the learning activities I have created enable me to assess the children’s understanding and what they still need to work on?
What prompts/visuals/key phrases will I use to support my modelling?

35. Modelling in action

36. Good practice when modelling . . .
Be explicit – demonstrate clearly and precisely the steps needed
Should engage learners, generate curiosity
Include questioning
Based on review of children’s needs
Refer to the environment/visuals/images
Additional adults add value to the modelling
Is adjusted in light of pupil responses
Provides feedback
Think aloud

38. Over to you . . . Dividing a number by 10/100
To be able to use a subordinate clause
LI To sort and classify information about minibeasts
LI: To know how our area has changed over the years

39. What Evidence Would We See On Our Learning Walls?

42. What Would the Evidence Look Like in Books?