This document discusses using learning intentions and success criteria to help pupils take more responsibility for their own learning. It defines learning intentions as what pupils will know or be able to do, and success criteria as how pupils will recognize success. Using learning intentions and success criteria benefits pupils by making them more focused, improving self-esteem, and empowering independent learning. It also benefits teachers by creating more effective planning and positive relationships with pupils.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
This workshop was presented as part of the FAME Medical Educator Training Program, sponsored by the Feinberg Academy of Medical Educators at Northwestern University Feinberg School of Medicine. May 17, 2016. Chicago, IL, USA.
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
This is an example of the 21st century curriculum design. A curriculum that is a higher order intellectual quality tasks, a curriculum that makes use of the social environment as the tool for learning and the learners develop the social regard and concern and develop action and solve problems in the community.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
Nutritional Status of School Age Children in Private Elementary Schools: Basi...IJAEMSJORNAL
Department of Education (DepEd) organizes nutritional programs to improve the health status of children in public schools. Likewise, the researcher believes that health awareness must be raised in private schools as well. This study aimed to affect the community to be aware and more knowledgeable about nutrition. Specifically, this study focused on the nutritional status of school age children in private elementary schools in Santa Rosa, Nueva Ecija. It sought to determine the profile of the learners, anthropometrics, clinical data and the knowledge of the learners as to dietary and the significant relationship between the profile of the learners and the nutritional status of the school aged children. With all the data gathered a meal management program was proposed. The study employed the quantitative description design. The study manifests that majority of the respondents were not yet aware of what they eat. In addition, age, greatly affects the respondent’s anthropometrics as to height. More so, age, number of siblings and family income, greatly affect the respondents’ anthropometrics as to weight. The researcher adopted the Nutritional Guidelines for Filipino program that was developed by the DOST- FNRI.
An Invite to Visit from Former University Faculty Colleague named Kumar in India now
At the invitation of our former colleague at the university named Kumar, our small party of four, lead by Professor Bob Donnelly, his lady, Lynda Stein, myself, Professor Yamin Ji, and our retiring to India graduate student Mita and her spouse Alex, are now preparing for a month long visit to Waldenthree Twin during fall semester break.
This workshop was presented as part of the FAME Medical Educator Training Program, sponsored by the Feinberg Academy of Medical Educators at Northwestern University Feinberg School of Medicine. May 17, 2016. Chicago, IL, USA.
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
This is an example of the 21st century curriculum design. A curriculum that is a higher order intellectual quality tasks, a curriculum that makes use of the social environment as the tool for learning and the learners develop the social regard and concern and develop action and solve problems in the community.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
Nutritional Status of School Age Children in Private Elementary Schools: Basi...IJAEMSJORNAL
Department of Education (DepEd) organizes nutritional programs to improve the health status of children in public schools. Likewise, the researcher believes that health awareness must be raised in private schools as well. This study aimed to affect the community to be aware and more knowledgeable about nutrition. Specifically, this study focused on the nutritional status of school age children in private elementary schools in Santa Rosa, Nueva Ecija. It sought to determine the profile of the learners, anthropometrics, clinical data and the knowledge of the learners as to dietary and the significant relationship between the profile of the learners and the nutritional status of the school aged children. With all the data gathered a meal management program was proposed. The study employed the quantitative description design. The study manifests that majority of the respondents were not yet aware of what they eat. In addition, age, greatly affects the respondent’s anthropometrics as to height. More so, age, number of siblings and family income, greatly affect the respondents’ anthropometrics as to weight. The researcher adopted the Nutritional Guidelines for Filipino program that was developed by the DOST- FNRI.
An Invite to Visit from Former University Faculty Colleague named Kumar in India now
At the invitation of our former colleague at the university named Kumar, our small party of four, lead by Professor Bob Donnelly, his lady, Lynda Stein, myself, Professor Yamin Ji, and our retiring to India graduate student Mita and her spouse Alex, are now preparing for a month long visit to Waldenthree Twin during fall semester break.
El colectivo Ch’amampi sikuris es un grupo de artistas que se identifican con la problemática del pueblo. Somos artistas con sensibilidad y juicio crítico, difundimos arte y cultura a nuestros hermanos de sangre y condición social. En esta ocasión hemos correspondido a la movilización, ni una menos, pues nos solidarizamos con las mujeres del pueblo. Es justo reivindicarla buscando su movilización, organización y politización, teniendo siempre un norte claro, con consignas verdaderas, la misma que es necesaria difundirla entre las multitudes.
Como practicantes del arte y cultural del pueblo, queremos presentar nuestro segundo boletín, un trabajo que tiene todas las intenciones de seguir fomentando un mayor juicio crítico y permita así elevar la conciencia social.
El contenido del material empieza con la historia de la mujer, cuestión muy importante porque nos permitirá conocer las constantes en el tiempo, pasando por un artículo de actualidad femenina y finalmente un variado poemario, dedicado a ti mujer.
Esperamos que esta segunda publicación contribuya al esclarecimiento colectivo, así mismo esperamos sus sugerencias para mejorar posteriores trabajos.
Un saludo fraterno, jilatas y kullacas del sikuri, de fuerza incontenible.
A mim me parece, que fica implícito na atual discussão sobre soberania nacional, desenvolvimento tecnológico e eficácia militar que basta um conjunto de medidas que estão ali, a nossa mão, para se atingir os objetivos estratégicos desejados e, mais, que não se sabe bem porque não são aplicadas, já que tudo é tão óbvio. Assim, indústria siderúrgica (Volta Redonda), Embraer, Vale do Rio Doce, Petrobrás, Transamazônica, ITA, IME, USP e Unicamp seriam mais do que suficientes para se atingir esses objetivos estratégicos.
Haggadah is the Hebrew word meaning "to tell." This ppt tells the story of human freedom from bondage, starting with the Hebrews from Egypt, continuing through the African Americans, and concluding with our current battles against disease.
Sage Success Story - Enablis (Australia)David Beard
Sage CRM replaces Enablis’ previously deployed Microsoft Dynamics solution which was unable to scale with the growth of the business and would have required considerable customisation to handle the functionality required to handle a fast increasing customer base.
"we’ll be able to keep latching on additional functionality and scale as our business requirements change. This flexibility is important to us."
Stemm new songwrite pingpong & skateboard strengthen k 12Avi Dey
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Yung Tae Kim (Skateboarding Physicist, USA )
Building a Culture of Teaching and Learning
"Knowledge isn't like a cheeseburger. If I have a cheeseburger and I want to share it with someone, I'll have less for myself. Knowledge doesn't work that way. You can share knowledge as much as you want, and you won't lose any of it," Tae says. "There's no good reason to be selfish with knowledge- that's exactly why everyone should be teaching in some capacity. Share what you know."
Videoiden katselu Suomessa Infograafi - YouTube, TV ja muut suorastoistopalvelut
YLEISKATSAUS VIDEOIDEN KATSELUUN
55 % suomalaisista käytti suoratoistopalvelua videoiden katseluun eilen
27 % suomalaisista käytti YouTubea eilen
49 % katsoo YouTubea viikoittain
Youtube-käyttäjien profiili:
34 %, 15-34 v
29 %, 35-49 v
18 %, 50-64 v
11 %, 65+ v
Miehet käyttävät Youtubea hieman naisia enemmän:
58 % miehiä
42 % naisia
Youtube sijoittuu tavoittavuudellaan neljänneksi kaupallisten kanavien kesken :
78 % MTV
65 % Nelonen
51 % SUB
49 % YouTube
45 % JIM
Nuorten keskuudessa digitaalisuus koetaan tärkeämpänä:
74 % Youtube
69 % MTV3
58 % Nelonen
55 % SUB
53 % YLE TV2
Viikottainen tavoittavuus 15-34 vuotiaiden keskuudessa
Nuoret käyttävät päivittäin lähes tunnin Youtubessa:
57 min, 15-29 v
24 min, 30-39 v
19 min, 40-49 v
8 min, 50-59 v
5 min, 60-69 v
3 min, 70+ v
Suoratoiston osuus kokonaiskatseluajasta on 26 %
17 % YouTube videoista katsotaan jonkun kanssa yhdessä
MITEN KATSOMME YOUTUBEA?
Musiikki, viihde ja oppiminen ovat pääasiallinen käyttötarkoitus:
54 % kuuntelee musiikkia
36 % ei etsi erityistää katseltavaa, vaan haluaa vain viihdykettä
18 % seuraa henkilöitä, jotka lisäävät videoita säännöllisesti
17 % etsii tiettyä aihetta
13 % katsoo viedon, josta kaikki puhuvat
42 % YouTube käyttäjistä on etsinyt tuotteen YouTubesta ennen ostopäätöstä
MITEN KATSOMME VIDEOITA JA TV:TÄ
27 % ajasta käytämme useita laitteita samaan aikaan
TV:tä katsotaan TV:stä – suoratoistoon käytetään useita eri laitteita:
95 % TV-kanavien katselusta tapahtuu TV:n kautta
Suoratoisto:
50 % tietokone
17 % tabletti
19 % älypuhelin
2 % pelikonsolin kautta tai muulla tavalla
8 % smart TV
Teemme paljon asioita samalla, kun katsomme TV:tä:
6 % katsoo online-videoita
6 % järjestelee kalenteriaan tai tehtävien asoiden listaa
10 % tekee töitä
20 % etsii lisätietoja asioihin, joita näkee TV:stä
27 % viestittelee muiden kanssa
33 % pelaa pelejä
37 % lukee tai kirjoittaa sähköpostia
43 % käyttää sosiaalista mediaa
58 % selailee internetiä
10 % tekee muuta
A review of past work on data loss in large scale systems and a discussion on its implications for Apache Hadoop, including proposals for operations processes and future source code improvements.
Today, we'll be diving into the fascinating world of educational goal-setting. Learning objectives are an essential part of any effective teaching or training program, as they provide a clear roadmap for what students should be able to accomplish by the end of a lesson or course.
We have explored the learning objectives and their importance in education and training. Learning objectives help students set clear goals and provide a roadmap for instructors to design effective lessons.
We have also discussed best practices for writing effective learning objectives, such as using action verbs and being specific.
It is important to remember that learning objectives are not just a box to check off, but rather a valuable tool for enhancing the learning experience. By incorporating learning objectives into lesson planning and assessing student progress, we can create a more engaging and effective learning environment.
Thank you for joining us on this journey and we hope that you take away valuable insights to apply in your own educational endeavors.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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In the previous workshop, we learned about the rationale for Assessment for Learning and received a brief overview of its key components.
In this unit, we are going to discuss the first two steps to implementing Assessment for Learning: Learning Intentions & Success Criteria.
By the end of this unit, you will:
understand what learning intentions and success criteria are;
be able to define and communicate learning intentions and success criteria; and
know how to successfully use these two elements of AfL in your classroom.
Despite building learning intentions into our planners, we are not good at sharing learning intentions and success criteria with our pupils.
But at the same time, we want our pupils to be self-motivated, have a sense of purpose, etc.
To give our pupils the tools they need to take more responsibility for their own learning and achieve greater learning independence, we need to communicate to them:
what they are going to learn;
why they should learn it in the first place; and
how they will recognise when they have succeeded.
Research shows that pupils who regularly receive this information in the classroom are:
more focused for longer periods of time;
more motivated; and
better able to take responsibility for their own learning.
Assessment for Learning, and particularly these first two steps in the process, immediately involves pupils with their own learning and offers opportunities for key interactions between pupils and teachers.
These two elements of AfL are also important because if learners do not know what they are expected to learn and how to recognise their own success, then we cannot promote peer-/self-assessment, which are two other elements of AfL (to be covered in a later unit) as well as being important life skills.
To begin with, what is a learning intention?
We are all familiar with using learning intentions. However some of us use different terms for them, including: learning objectives, learning goals, or learning aims.
In AfL, the word intention is used purposely because it puts greater emphasis on the process of learning rather than the end product.
A learning intention is simply a description of what you want the pupils to know, understand or be able to do by the end of a lesson. What is the focus?
It identifies new learning for the pupils and it focuses on transferable skills, so pupils can make connections between their learning and other areas of school and life, take the learning away and apply it in other contexts.
Here are five steps to framing and delivering learning intentions.
It is important that we:
are clear and specific about learning intentions and the reasons why these are important things to learn;
break down learning intentions and translate them into meaningful and manageable language;
introduce and share learning intentions appropriately at beginning of the lesson; and
structure lessons so the pupils can focus on and revisit the learning intention through approaches such as questioning, peer- and self-assessment, written and oral feedback and plenary sessions.
But, we need to think about:
How systematic have we been in doing this – particularly at the beginning of a lesson or activity?
Are we writing or explaining intentions in language that pupils can understand?
When we have presented learning intentions, have we tended to focus on what will be produced rather than what will be learned?
Rather than frame learning intentions in terms of what a pupil will be doing, we need to define the learning. The learning can be expressed in terms of:
Knowledge
Understanding
Skills.
Knowledge is factual information – the parts of a plant, key events of World War One, etc.
Understanding typically concerns concepts, reasons or processes – the need for a healthy diet, the difference between convection, conduction and radiation, etc.
Skills are proficiencies, dexterities or abilities acquired through training or experience – applying techniques, drawing conclusions based on evidence, using a multiplication grid, collaboration, etc.
Note that the most useful learning intentions are those that focus on generic, transferable skills. These are skills that pupils can use in other contexts. Doing so:
helps the children make connections across the curriculum, which is at the heart of the revised curriculum;
helps them recognise when they are using similar skills in unfamiliar contexts; and
makes achievement of the learning intention possible for pupils of all abilities (it’s the extent to which pupils achieve or demonstrate the intention that will vary).
Here are some examples of learning intentions.
Look at the second example. What curricular context does it come from? (could come from any subject)
Is it a useful skill to have in any context?
In this example, pupils are learning to write effective characterisations. This is the transferable skill and the learning intention is expressed in terms of a new understanding they are going to develop. Friendship is the context on this occasion.
When defining learning intentions, the key is to distinguish between what your pupils are learning and what they are doing. It sounds simple enough, but many of us get it wrong. For instance, who here can hear themselves saying something along the lines of:
‘Today class, you’re going to write a description about your best friend’ instead of
‘Today class, you’re going to be learning how to write effective characterisations.’
The first statement focuses on what they’ll be doing in the activity … but the second explains what they’ll be learning. And this is the critical difference when identifying learning intentions. We need to emphasise what the pupils will be learning.
Now that you understand the principles behind learning intentions, let’s try to put it into practice.
So for this activity, the learning intentions are the same as those noted at the start of this unit:
to be able to identify and frame learning intentions.
(Pass out Activity Sheet 1.)
The activity sheet you’ve been provided with has a list of typical classroom lessons. Your task is to:
read each activity;
determine what each activity’s learning intention and context is;
fill in the blanks using language appropriate to your pupils’ age and understanding; and
enter some of your own lessons, learning activities and contexts.
(Allow the participants a few minutes to complete their Activity Sheet before moving on to the next slide.)
Here are some proposed answers for Activity 1.
Please note that these are only suggestions. For each activity, there is no one right or wrong answer as long as the learning intention centres on what is being learned rather than what is being done. The learning intention will depend on the focus for learning in that context.
For example, in the activity ‘Give a speech for or against smoking’, the learning intention could be:
to present a point of view in a persuasive way (English/Literacy) (as noted on the slide); or
to understand the effects of smoking (Personal Development).
Did anybody get different learning intentions than those that appear on the slide?
What about the language that appears here in the Learning Intentions? Is it clear and simple enough for your pupils to understand? Would you need to adjust it at all?
Who would like to share the activities and learning intentions they came up with?
Finally, here are some tips for using learning intentions effectively.
Start small.
You don’t need to have a learning intention for every lesson. Maybe start with one aspect of the curriculum, like Literacy, and highlight its respective learning intentions, like narrative writing.
Separate the learning from the task/activity.
This helps pupils (and you) to focus not on the activity, but on what they will have learned by doing it.
Tell them why they are learning something.
This can motivate pupils and also help them to see connections in the curriculum. When possible, give a real-life rationale for the learning.
Describe it using appropriate language.
Remember to use the language of learning: better to say ‘we are learning to’ rather than ‘we are doing’.
Display the learning intention.
This helps pupils to maintain focus while they are working – you could use an interactive whiteboard/ flip chart/ Walt board, etc.
A display will also help remind you to refer back to the learning intention throughout the lesson.
Discuss the learning intention with them.
This allows the pupils to internalise and explore what is required of them.
The next element in the Assessment for Learning process is the development of success criteria.
If learning intentions spell out what the students will learn and why, the success criteria show pupils how to recognise success.
Establishing success criteria is an important part of Assessment for Learning for a number of reasons. First of all
It improves pupils’ understanding by keeping them informed about how they will be assessed.
This, in turn, empowers pupils because it involves them in their own performance and learning.
In time, pupils who have experience of working to success criteria and contributing to the development of success criteria are more apt to take an independent approach to learning, as they understand how the criteria apply to their learning. They then are able to use these to assess their own achievements, address their own concerns and identify areas for improvement.
Success criteria also allow you and the pupils to give accurate feedback – they keep you and the pupils focused on the criteria that the work will be assessed against.
So what are success criteria? What does success look like?
Success criteria let pupils know if they have achieved the learning intention.
They summarise the main teaching points (key ingredients) or processes (key steps) which link directly to the learning intention.
Quality success criteria are characterised by these features:
They are closely linked to the learning intention.
They are specific to the activity and will vary with each activity, even if the activities share a common learning intention.
They are agreed with the pupils in advance. This discussion aspect is particularly important in the classroom.
First, it helps foster a positive classroom environment.
It also gets pupils involved in the learning and upcoming activity even before it’s begun.
It can also help build pupil self-esteem by offering them opportunities to contribute.
And it is a useful tool to strengthen the pupil-teacher relationship.
They encourage responsibility and independence by scaffolding peer- and self-assessment.
They are revisited and used to provide pupils with feedback on their learning. This feedback can be provided by both you and the pupils themselves.
Remember to follow through, though, and only assess the pupils on what has been agreed.
When creating the success criteria, it is important to focus on process and characteristics rather than the final effect.
In this example, there are two sets of suggested success criteria. Which set is more helpful to pupils?
The criteria ‘I will be successful if people enjoy reading my story’ and ‘it frightens them’ are not success criteria because they focus on reaction rather than guidance on how to achieve the effect … that is, guidance on how to write a narrative.
You can see that the success criteria listed on the right, however, provide pupils with the key ingredients needed to show that they fulfil the learning intention. If they can do these things, then they have shown they understand how to write a narrative.
Here are a few more examples of good, relevant success criteria.
Now that you understand the principles behind creating success criteria, let’s try to put it into practice.
(Pass out Activity Sheet 2.)
The learning intention for this activity is to:
identify and frame success criteria.
The activity sheet you’ve been provided with lists a few typical classroom lessons. Your task is to frame your own success criteria. The first one has been done for you.
Fill in this sheet by either creating success criteria for those activities, learning intentions and contexts that you created in Activity 1
Or
By creating success criteria for the examples provided on this next slide.
(Allow participants time to create success criteria.)
What success criteria have you come up with?
We’ve nearly completed this unit, but before we conclude, I’d like everyone to think about all that we’ve discussed so far and to recap in what ways using Learning Intentions and Success Criteria benefit pupils.
Who would like to offer a suggestion?
(Pause to allow comments, then move to next slide.)
Here are some pupil benefits, which were identified by teachers involved in the NI Action Research Project, 2005
What about benefits to teachers? Do you see this process as having value to us?
(Pause to allow comments, then move to next slide.)
Here are some of the teacher benefits as identified by teachers involved in the NI Action Research Project, 2005
In closing, here are a few key points to remember about Learning Intentions and Success Criteria.