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Strathfield North PS

​Clarity
​2020

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?








Look at the way SNPS is sharing & celebrating the changes they're making to students' learning to ensure greater clarity







​

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. 
LEARNING INTENTIONS
​

​Burwood PS presentation. Click here to download
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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
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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
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Picture
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.

SUCCESS CRITERIA

Enfield PS presentation. Click here to download
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Our network members reflected on the Enfield presentation and debriefed with a Hook, Line, Sinker protocol. Here's what we thought
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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© COPYRIGHT 2015. ALL RIGHTS RESERVED.
  • Home
  • Vaucluse PS Mathematics 2025
  • Instructional Rounds
    • IR Our Network
    • Steps in the IR Process
    • Steps in the IR Process No 2
  • Leading Change
    • Leading Professional Learning
    • Strategic Planning
    • Leading Curriculum
    • The Dilemmas of Assessment
    • Recent Research to Guide Impactful Teaching
  • Worthwhile Lessons
    • Scaffolding for Autonomous Learners
    • Engaging Learners Strathfield Nth 2022
    • Explicit, autonomous learners Old Guildford 2021
    • OGPS Follow UP
    • Rigour & High Expectations Burwood PS 2021
    • Enfield PS 2019 Challenge
  • Visible Learning
    • Strathfield North Round
    • Formative Assessment
    • Self-Regulated Learning
    • Feedback
  • Mathematics
    • Explicit Teaching BPS 2024
    • Worthwhile Maths Lessons BPS 2023
    • Maths Overview VPS 2023
    • Thinking Mathematically Enfield PS 2022
    • Rich Mathematical Tasks SNPS 2023 & 2024
    • Mathematics Old Guildford PS
    • Working Mathematically
    • Maths Engagement
    • Mathematics Conceptual Development
  • Active, Engaged Thinkers
    • Agency GEPS 2024
    • GEPS 2023 Agency
    • Deep Thinking OGPS 2022
    • Self-Regulated Learners
    • Student Talk GEPS 2020
    • Creative and Critical Thinking
    • Curiosity & Deep Thinking 2018
    • Engagement
  • English
    • The Teaching of Reading >
      • Reading Research Background
    • Writing to Learn
    • Enfield PS Writing 2024
  • Supporting learning
    • Explicit Instruction
    • Enfield Round
    • Inquiry Learning
  • Archives
  • Blog
  • Musings