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Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions & Success Criteria . In this Unit We Are Learning to…. understand what learning intentions and success criteria are; be able to identify and frame learning intentions and success criteria; and

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Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions & Success Criteria


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    1. Assessment for Learning (AfL)Unit 2:Sharing Learning Intentions & Success Criteria © PMB 2007

    2. In this Unit We Are Learning to… • understand what learning intentions and success criteria are; • be able to identify and frame learning intentions and success criteria; and • identify opportunities for using learning intentions and success criteria in our own classroom. © PMB 2007

    3. Why Are Learning Intentions and Success Criteria Important? ‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’ - (An Intro to AfL, Learning Unlimited, 2004) Learning Intentions ‘What’ and ‘Why’ Success Criteria ‘How to recognise success’ © PMB 2007

    4. What Is a Learning Intention? ‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004) Learning Intentions • Identify new learning • Focus on transferable skills © PMB 2007

    5. Sharing Learning Intentions • Identify what pupils will be learning (We are learning to…). • Explain the reason for the learning (This is because…). • Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity. • Present these in language that pupils can understand. • Revisit the learning intention throughout the activity/lesson. © PMB 2007

    6. What Is the Learning? • Knowledge • Understanding • Skills * Focus on transferable skills when possible © PMB 2007

    7. Defining the Learning Intention • We are learning to… - work effectively in groups. - use evidence to draw conclusions. - identify odd and even numbers. © PMB 2007

    8. Defining the Learning Intention cont. • Activity: What are we doing? - Write a description of your best friend. • Learning Intention: What are we learning? - To write an effective characterisation. • Context: Vehicle for the learning - Friendship © PMB 2007

    9. Activity 1 From Doing to Learning Learning Intention Be able to identify learning intentions Be able to frame learning intentions © PMB 2007

    10. Getting the Learning Intentions Right! © PMB 2007

    11. Tips: Using Learning Intentions Effectively • Start small. • Separate the learning intention from the activity instructions. • Tell pupils why they are learning it. • Use child-friendly language (and/or ensure children have the language of learning). • Make it visible (display). • Allow time for discussion with pupils. © PMB 2007

    12. Success Criteria • Success Criteria • ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’ © PMB 2007

    13. Why Are Success Criteria Important? • Improve understanding • Empower pupils • Encourage independent learning • Enable accurate feedback © PMB 2007

    14. What Are Success Criteria? ‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’ - Shirley Clarke © PMB 2007

    15. Effective Success Criteria… • are linked to the learning intention; • are specific to an activity; • are discussed and agreed with pupils prior to undertaking the activity; • provide a scaffold and focus for pupils while engaged in the activity; and • are used as the basis for feedback and peer-/self-assessment. © PMB 2007

    16. Effective Success Criteria cont. © PMB 2007

    17. Additional Examples © PMB 2007

    18. Activity 2 From Learning Intention to Success Criteria Learning Intention To identify and frame success criteria © PMB 2007

    19. Frame Your Own Success Criteria © PMB 2007

    20. Recapping the Benefits • How does the use of Learning Intentions and Success Criteria benefit pupils? © PMB 2007

    21. Benefits for Pupils(Findings from N.I. Teacher Researchers) ‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’ ‘We have given children the vocabulary to discuss their own work.’ ‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’ ‘Success can now be achieved by all, even the weakest children!’ © PMB 2007

    22. Benefits for Teachers(Findings from N.I. Teacher Researchers) ‘Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’ ‘I’m more sensitive to individuals’ needs/achievements.’ ‘Relationships between teacher and pupils are warmer and more positive.’ ‘My planning is more effective/focused/ thoughtful.’ © PMB 2007

    23. Summary To take more responsibility for their own learning, pupils need to know: • what they are going to learn; • how they will recognise when they have succeeded; and • why they should learn it in the first place. © PMB 2007

    24. Summary cont. Using Learning Intentions and Success Criteria: • creates more self-motivated pupils; • empowers pupils to become independent learners; • improves understanding; and • can help focus feedback. This isn’t all new • but we need to be more systematic about using these approaches in our classrooms. © PMB 2007