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

1. Assessment for Learning (AfL)Unit 2: Sharing Learning Intentions and Success

2. In this unit we are learning to … • understand what learning intentions and success criteria are; • identify and frame learning intentions and success criteria; and • identify opportunities for using learning intentions and success criteria in our own classroom.

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) Success Criteria ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’

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; and • focus on transferable skills.

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 the learning intention in language that pupils can understand. Revisit the learning intention throughout the activity or lesson.

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

7. Defining the Learning Intention We are learning to: – work effectively in groups; – use evidence to draw conclusions; and – identify odd and even numbers.

8. Defining the Learning Intention Activity: What are we doing? • Writing a description of our best friend Learning Intention: What are we learning? • How to write an effective characterisation Context: Vehicle for the learning • Friendship

9. Activity 1 From Doing to LearningLearning Intention Be able to: • identify learning intentions; and • frame learning intentions.

10. Getting the Learning Intentions Right Learning Intention Context Activity Give a speech for oragainst smoking To present a point of view in a persuasive way Speech about smoking Bar chart on typesof transport used toget to school Draw a bar chart to show how pupils in our class come to school To present information graphically Work in a group to design a leaflet to promote healthy eating To be able to work effectively in a group Healthy eating leaflet

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.

12. Success Criteria Success Criteria ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’

13. Why are Success Criteria Important? • Success Criteria: • improve understanding; • empower pupils; • encourage independent learning; and • enable accurate feedback.

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

15. Effective Success Criteria: • are linked to the learning intention; • are specific to an activity; • are discussed and agreed with pupils before 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- or self-assessment.

16. Effective Success Criteria Learning Intention: We are learning to write a narrative Activity: Write a ghost story • I will be successful if I: • set the scene in the opening paragraph; • build up tension or suspense; • use spooky adjectives and powerful verbs; and • end with a cliffhanger. • I will be successful if: • people enjoy reading my story; and • it frightens them.

17. Additional Examples We are learning to … calculate the passing of timein 5-minute intervals. We are learning to …present an argument. • Remember to: • include opening and closing statements; • give reasons for and against; • use evidence to support; and • use language to persuade. • Remember to: • count from the minute hand; • stop where the minute hand finishes; • count in fives; and • go clockwise.

18. Activity 2 From Learning Intention to Success Criteria Learning Intention to identify and frame success criteria

19. Frame Your Own Success Criteria Learning Intention Context To present informationgraphically To carry out a fair test To be able to work effectively in a group To research information Types of transport usedto get to school Conductivity of materials Producing a healthy-eating leaflet Use the internet to find information on life in the trenches in World War One

20. Recapping the Benefits • How does using Learning Intentions and Success Criteria benefit pupils?

21. Benefits for Pupils(Findings from Northern Ireland Teacher Researchers) ‘Children are morefocused and interested,creating a positive learning culture. Their self-esteemis also improving.’ ‘We have givenchildren the vocabularyto discuss theirown work.’ ‘Pupils are beginning totalk more about how they are learning rather than what they are learning.’ ‘Success can now be achieved by all, even the weakest children!’

22. Benefits for Teachers (Findings from Northern Ireland Teacher Researchers) ‘Sharing learningintentions and success criteria atthe beginning of the lessons hasresulted in teacher and pupils working more in partnership towardsa common goal.’ ‘I’m more sensitive to individuals’ needs and achievements.’ ‘My planning is more effective, focused and thoughtful.’ ‘Relationships between teacher and pupils are warmer and more positive.’

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.

24. Summary 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.