PROBLEM OF PRACTICE: Is there clarity for our students in relation to the following questions:
What am I learning?
Why am I learning it?
How do I know how I’m doing?
How can I improve?
What are my next steps?
What am I learning?
Why am I learning it?
How do I know how I’m doing?
How can I improve?
What are my next steps?
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Look at the way SNPS is sharing & celebrating the changes they're making to students' learning to ensure greater clarity |
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Our network schools' presentations showcase their long experience in using Learning Intentions, Success Criteria, quality feedback and an aligned performance task. They highlight key messages and big ideas from experts in the field including Sharratt, Wiliam, Hattie, Clarke and Brookhart; the common misunderstandings that hamper implementation; and professional learning activities to ensure success.
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In the video, Dylan Wiliam wonders or not whether every lesson should begin with the sharing of a Learning Intention.
FEEDBACK
Old Guildford PS Presentation Click here to download |
RESOURCES FOR LEARNING INTENTIONS
The starting place for lesson planning is the learning intention, or the statement of what students are expected to learn from the lesson. Below is a short article by John Hattie, "Visible Learning Starts with Teacher Clarity", illustrating the use of learning intentions in Mathematics. Click here to download 
Dylan Wiliam uses the term learning intentions to describe "what it is students can do as a result of engaging in educational activities. Learning intentions describes the things we want our students to learn". One of the common things we find in our round observations is that a great many students confuse the context with the learning. This is illustrated above.
Our network members reflected on the Enfield presentation and debriefed with a Hook, Line, Sinker protocol. Here's what we thought
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FEEDBACK TO MAKE STUDENTS THINK
Below is a great handout of feedback techniques that teachers can use to make students think. Click here to download |
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