Be careful not to contextualise your learning intentions

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Be careful not to contextualise your learning
intentions
Contextualised Learning Intention. What children thought they might learn. Learning Intention separated from its context. What children thought they might learn.
To know that household products, such as bleach, can be harmful. We would learn about safety and science. To know that chemicals can be harmful. I would be learning how to be safe and sensible and what could happen if I wasnt
To write instructions for making a sandwich. I would learn how to make a sandwich. To write instructions. We would be learning how to write instructions.
To know why Samuel Pepys is important in understanding the events of the Great Fire of London. We would be learning about what happened and what he wrote. We would also learn how to put a fire out. To know how primary sources help us to find out about the past. We would learn how to find out about how other people lived.
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In Summary..

• DO have a learning intention clear in your mind
  before you plan your lesson
• DO feel free to share it with students in as
  creative and interesting a way as youre capable
  of
• DO have success criteria against which progress
  can be measured
• DO refer back to your learning intention at
  various points in the lesson and get students to
  explain how far theyve met it.
• DONT just get students to copy them down in
  their books and tick them at the end of the
  lesson.
• copying learning intentions and success criteria
  for 3 mins per lesson 10 school days wasted
  per pupil per year. We need to avoid the dreaded
• copy these in to your book so that we can
  sit and tut at the slowest writer
• So.

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NAR Flowchart
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Success Criteria
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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

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Why Are Success Criteria Important?

• Improve understanding
• Empower pupils
• Encourage independent learning
• Enable accurate feedback

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Effective Success Criteria

• Are linked to the learning intention (avoid
  repitition of same language)
• 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
• Are used as the basis for feedback, peer-/self
  assessment and teacher judgements
• Evidence should clearly link to Success Criteria

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Process Stronger than Product

• Learning Intention
• To be able to identify odd and even numbers
• Product Success Criteria
• Your answers will be correct
• Process Success Criteria
• Look at the last digit in the number to look for
  a pattern
• Divide the number by two to check

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• Dylan Williams Autonomous Learners