Learning Intentions & Success Criteria Supporting us to close the loop on an effective lesson

1. Learning Intentions & Success CriteriaSupporting us to close the loop on an effective lesson Seemingly Simple/Surprisingly Complex No matter where you are on your Learning Intention journey this session will challenge your understanding to enhance your clarity Melinda Williams- Pedagogy Coach Teaching and Learning Leader Bacchus Marsh Primary School We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

2. I plan LI & SC for my students. My students are actively involved in the development of LI & SC I’m at the beginning of my LI & SC journey. • Decide your point on the continuum • Select a colour to match • Introduce yourself to a colleague with a different colour to you and have a conversation prompted by these questions... • What opportunities might/do LI and SC open up in our classrooms? • What are/might be the challenges? We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

3. Learning Intention: • We are learning that learning intentions and success criteria are pivotal components of effective teaching and learning. • Success Criteria: • We will achieve success by- • discussing and presenting our current understanding of LI and SC. • identifying our professional learning point of need • recognising the value of weaving a variety of VELs domains into the success criteria • determining how powerful our learning intentions and success criteria might be in supporting the work of our PLT • writing learning intentions and success criteria We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

4. Video Sticky Note all areas that the teacher would have explicitly planned for? • Note individual responses on sticky notes during video. There are no right or wrong answers • Then ‘take a turn’ to share your responses so that the group can bundle and name common themesor ideas. • Decide on 2 not negotiables for a QWA (Quick Whip Around) • Agree on group member to share during QWA We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

5. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

6. Q.W.A ReflectionQuickWhipAround We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

7. Teaching and Learningactivities are designed to provide students with opportunities to meet the learning intention Success Criteria are directly related to the learning intention Teacher Questioningalways maintains a focus on the learning intention Learning Intention Feedback is based on the learning intention and the success criteria Students self assessin light of the learning intention and success criteria The assessment activity matches the learning intention We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

8. Teachers [need] to move from perceiving assessment information as something separate from teaching and learning processes to seeing the information as an integral part of it for both themselves and their students. For any learner, whether teacher or student, the effectiveness of any formative assessment process depends on the learner being able to answer three questions, • Where am I going? • How am I doing? • Where to next? We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

9. Teacher inquiry and knowledge-building cycle We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

10. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

11. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

12. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

13. Powerful Learners know how to learn in a productive learning environment. They know what, why and how they are learning. They have self efficacy, motivation, collaborative skills and capacity to use knowledge and skills of a domain in constructing and reflecting on learning. Powerful Teachers establish Learning intentions and success criteria. Learning Tasks are challenging and differentiated. Academic Vocabularyis deliberately taught. Questioningis distributed and encourages dialogueand higher order thinking. Teachers use collaborative group structures to actively engage students in their learning. Teachers gather and use feedback on how learning is going and provide feedback to move learning forward. Teachers involve students in self assessment and reflection on learning. Leaders of Powerful Learning both lead and participate in Professional Learning as learners. At the principal level they prioritise the PLT time and ensure face to face accountability in relation to powerful learning in the classroom. Leaders of PLTs facilitate purposeful teacher learning with a focus on student learning using observation and evidence of student learning. Use all the available evidence to evaluate the impact of powerful learning recognising that learning often requires multiple repetitions in order to refine and embed the strategy in a teachers’ repertoire of practice. Powerful Learning experiences involve students in both surface level learning (automatic recall of key knowledge and skills) and deep learning that enables the learner to use their knowledge and skills insightfully and in new circumstances. Effective Professional Learning is focused on student learning and embedded in practice. It is research and evidence based and informed by data. It is collaborative and ongoing. Effective professional learning is an individual and collective responsibility and not optional. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

14. Assessment forlearning helps teachers place the learner at the centre We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

15. A learning intention states clearly what the teacher wants the students to... know (knowledge) understand(understandings) or be able to do(skill) as a result of the learning and teaching. Glasson, T pg 10 We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

16. Why use Learning Intentions? Learning intentions shift the focus for teacher planning. They encourage us to think about what we want students to learn as opposed to what we want students to complete(activity). We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

17. When students know the learning intentionof a lesson or series of lessons they... Are helped to focus on the purpose of the activity rather than on simply completing the activity. Are more likely to stay ‘on task’ and less likely to become confused. Can take more responsibility for their learning. Shirley Clarke – Gillingham Partnership Formative Assessment Project 2000 - 2001 We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

18. What is the difference between the learning intention of a lesson and the context of a lesson? The learning intention focuses on the skills, knowledge and understanding. The context/activity describes where the skills, knowledge and understanding will be applied. So What? If teachers are clear about the skills, knowledge and understanding that they want students to obtain, they are more likely to provide learning activities that directly relate to the objectives, provide feedback about how to improve, and design assessment activities that actually test the same skills, knowledge and understanding. Improving Student Achievement-Toni Glasson Pg21 We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

19. Turn and talk Which intentions are knowledge and skill focussed?Which intentions are context focussed? Students will be able to write a letter to the editor Students will be able to write to persuade. Students will demonstrate an ability to argue a point of view Students will be able to give a talk on their favourite hobby/game/topic of choice Students will be able to give a talk to an audience. Students will be able to provide information orally to an audience LI skill Context Letter to the editor LI skill Context Hobby game topic LI skill LI skill & knowledge Improving Student Achievement-Toni Glasson Pg21 We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

20. Writing a Learning Intention and Success Criteria? Reference: Sharing Learning Outcomes, Ian Smith 2008 www.camb-ed.com Avoid using words like ‘state’, ‘know’ or ‘understand’ in success criteria One of the reasons why it is a good idea not simply to lift existing standards statements is that in the past many of them have simply focused on knowledge. The following, from a set of science standards is an example- These kinds of success criteria do not ask pupils to demonstrate their understanding but simply to show what they know-or in too many cases what they do not know-without giving them any help to come to know or understand. Learning Outcome We are learning that animals are divided into two main groups: Vertebrate and invertebrate • Success Criteria • We will: • know that vertebrates are split into five smaller groups • Be able to name the five animal groups • Be able to name features of each group We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

21. Writing Success Criteria? Use the action verb ‘I can’ to show how pupils will use their knowledge and demonstrate their understanding In better standard statements lots of these already exist. I can describe I can suggest I can give explanations for I can make links between I can give examples of I can interpret I can identify ways in which I can construct I can identify strategies to I can clarify I can use scientific names for I can classify I can recognise issues of I can present I can plan I can sort I can predict that I can explain to my partner We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

22. John Hattie- Visible Learning • All the evidence that has been generated shows that classrooms are far more important than schools in determining how children perform at school. • Effective schools are only effective to the extent which they have effective teachers. • “It appears that the teachers students are assigned to may be more important than the schools they attend”. • Hattie Pg 72 contributions from the school 2009 We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

23. With an effect size of 0.59 we can’t ignore the benefits of holding firm the things that we value when designing lessons We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

24. Direct Instruction Learning Intentions: • What should the student be able to do, understand, care about as a result of teaching? John Hattie- Direct Instruction Slides-Andrea Hillbrick We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

25. Learning Intentions: • Displayed in your classroom and can be written by the teacher in advance. • Are also recorded in your planning. • Need to be clear and make sense to your students. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

26. Learning Intentions: • Use ‘child- speak’ to make your learning intention effective. • Relate to the main part of your lesson. • Task needs to match the learning intention. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

27. Learning Intention: • Begin with the task instructions and ‘hook in’ your students at the beginning of your lesson – what you want your students to do! We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

28. Learning Intention: • Then share the learning intention – what you want your students to learn. • The students read the intention aloud. • Revisit the learning intention throughout the lesson. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

29. Learning Intention: Avoid: • Lifting statements from curriculum advice/documents. • Trying to write learning intentions for every learning area – begin with an area you are comfortable with. • Explaining the task. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

30. Learning Intentions: I am/We are learning to…. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

31. Direct Instruction Success Criteria: • What success criteria of performance are to be expected and when and what students will be held accountable for from the lesson/activity. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

32. Success Criteria • Success criteria are used as the basis for feedback and peer-/self-assessment. • Not to track improvement over time, but to help bring about that improvement. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

33. Success Criteria • The students need to know the criteria you are using to judge their work. What we are looking for is….? How will we know? We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003). www.andreahillbrick.com.au

34. Success Criteria • After sharing the task and learning intention, create the success criteria with your students. How will we know we’ve achieved this? We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

35. Success Criteria • In mathematics you might focus on a checklist of strategies for success criteria. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

36. Success Criteria We/I can… We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

37. Direct Instruction Build commitment and engagement: • What is the ‘hook’? • How does the hook focus the students attention on the lesson? We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

38. Direct Instruction How the teacher should present the lesson: • Input - providing information needed for the students to gain the knowledge or skill

39. Direct Instruction How the teacher should present the lesson: • Modelling is where the teacher shows students examples of what is expected as an end product. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

40. Direct Instruction How the teacher should present the lesson: • Checking for understanding – involves monitoring whether the student have ‘got it’ before they start to practice. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

41. Direct Instruction Guided Practice: • An opportunity for students to demonstrate his/her learning whilst the teacher observes. • The teacher provides feedback, determines skill level and provides support if required. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

42. Direct Instruction Closure: • The teacher helps the students to bring things together in their own minds, to make sense of what has been taught. • Review and clarify key points of a lesson. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

43. Hattie p. 207 ‘ The teacher needs to invite the students to learn, provide much deliberative practice and modelling, and provide appropriate feedback and multiple opportunities to learn’. We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

44. Hattie p. 207 ‘ Direct Instruction underlines the power of stating the learning intentions and success criteria, and then engaging students in moving towards these.’

45. An important aspiration... Before I ask... “am I doing things right?” ASK “am I doing the right things?” PLT Power We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

46. Planning supports... Where might we start?What’s the rich goal we are working toward in the reading dimension with this group of students?VELS Focus Statement We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

47. Planning supports...Standards... We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

48. Planning supports...Indicators of progress We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

49. Planning supports...Indicators of progress We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas. (Clarke, Timperley, &Hattie, 2003).

50. Next step-Success Criteria? The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21