4. Success Criteria I can: * understand what an effective learning intention is * understand what effective success criteria look like * construct learning intentions and success criteria in my own subject area
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6. So…..What is a learning intention? Activity: Think….peer….share All these terms mean the same thing: Learning intentions Learning outcomes Learning objectives
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8. Why Are Learning Intentions and Success Criteria Important? Using learning intentions helps students develop a picture of what is expected of them from the learning. ‘ 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
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14. What the students thought they were learning….. From Clarke, S. (2005). Formative Assessment in Action: weaving the elements together. “ We would learn to find out about how other people lived.” To know how primary sources help us to find out about the past (Great fire of London, Samuel Pepys) “ We would be learning about what happened and what he wrote. We would also learn how to put a fire out” To know why Samuel Pepys is important in understanding the events of the Great Fire of London “ We would be learning to write instructions.” To write instructions (A sandwich) “ I would learn how to make a sandwich”. To write instructions to make a sandwich What students thought they were learning now Learning intention without context What students thought they were learning Learning intention with context
15. Activity: Sort out learning intentions with context and learning intentions without context, then add what the context or activity may be.
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21. Where do learning intentions come from? Learning intentions or outcomes are not selected at random – rather they arise from the evidence that we already have about students’ learning. When we know where students are at in their learning we can identify the next step to move the learning on. The learning outcome or intention will reflect this learning shift, showing the students what they are aiming for. The success criteria will then provide them with a clear picture of what their work will be like if it is to meet the stated intention.
22. Dinosaurs - triceratops Context Animals from long ago - dinosaurs Learning outcome To complete an observational drawing Your Task Using the picture on the next page as a model, draw a triceratops (in the original task a plastic model was used) Successcriteria Before you start, make a note of the key elements of an observational drawing that you would be looking for in a student’s work
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24. Finished? When you have completed your drawing, use the marking schedule on the following page to assess your own work. You can also use the examples of student work to ‘level’ your drawing.
25. Marking schedule the triceratops – observational drawing 4 Very high 3 Quite high 2 Moderate 1 Low Lifelike quality. Confident treatment of the subject. Expressiveness 4 Very high 3 Quite high 2 Moderate 1 Low Fine detail of features observed and included. Appropriate tonal marking (texture, pattern, line) Detail 4 Very high 3 Quite high 2 Moderate 1 Low Appropriate placement and size of near and far features. Use of shading 3-dimensional quality 4 Very high 3 Quite high 2 Moderate 1 Low Main parts and features observed and recorded. Different parts appropriately shaped and in reasonable proportions Main features of observed object Mark Key Attributes Skills
![Do now activity: ,[object Object]](https://image.slidesharecdn.com/learningintentionstk-090910060914-phpapp02/85/Learning-Intentions-Tk-1-320.jpg)
