3. Learning Intentions
Deepen understanding of the relationship
among learning intentions, success criteria,
and reflection
Understand why reflection is an important
part of lesson design
Examine several strategies for having
students reflect on new learning
4. Success Criteria
Describe the relationship of learning
intentions, success criteria, and reflection
Cite specific information about how
reflection deepens learning
Explain to a colleague how you will use one
of the strategies from our session to
facilitate student reflection in the next
week or so
5.
6. Learning Intentions…
Describe what is being learned, not what is
being done – cognition, not just activity
Are not too general, not too specific – the
Goldilocks principle
Suggest or state the “why” of the learning
7. Example
Learning intention:
Write an effective description of a character in
literature. An effective description makes the reader
feel as if they know the person.
Success criteria:
The characterisation includes a description of the
character’s attitudes towards self and others and
examples of when the character’s motivations are
clear.
8. Learning Intentions Gone Wrong
When they only cite a number or outcome and
don’t describe it in a student-friendly way
When they describe only activities and not
cognition
When they describe what the teacher is covering
When they only name the assignment/task
When they become rote, mechanical
10. Tying It All Together with Reflection
How are you progressing towards toward the
learning intention? How do you know?
What helped you to move toward your goal today?
How did your learning connect with what you
already knew and could do?
Before class today, I didn’t know _____.
11. Final Draft Reflection Sheet
• As the writer of this piece, are you satisfied with it? Why
or why not? If you’re not satisfied, explain what you
would like to do next.
• What do the title and beginning of this piece do to
engage the reader and make him want to keep reading?
• How did you make sure that you have correct
form/structure, mechanics, and grammar?
• Who is the intended audience for this piece?
• What is your favorite line, sentence, example, or detail
in this piece? Why is that one your favorite?
• Name all the people that helped you with your drafts.
(Do not include Mrs. Peery.) Share one helpful thing you
remember from each person.
• Based on the rubric that applies to this piece of writing,
what grade do you deserve? Why? (Mrs. Peery will write
back to you about your grade.)
14. Reflection After Note-Taking
Have students share one idea from
their notes with a partner.
Have students read their summaries
aloud to a partner.
Have a few students read their
summaries to the entire class. Ask
others to listen and to consider
revising their own summaries in
response.
16. Reflection with an Exit Ticket
What will you remember from today’s lesson?
What’s a question you have?
What was easy for you today? What was hard?
Summarise today’s lesson in one sentence.
Summarise today’s lesson in no more than 6
words.
17. Reflection with Metaphors and
Analogies
How are mitochondria like batteries?
How is the nucleus of an animal cell like the
principal of a school?
How is a thesis statement like a TV commercial?
How is running a long distance like reading a
book?
18. Reflection with Word Relationships
How are theoretical probability and playing the
pokies related?
What connections do you see among author’s
purpose, genre, and diction?
How is non-REM sleep related to your
performance at school?
Concept map
Cornell notes
Keyword notes (in the April 2016 handout in the Dropbox files)
Where’s the cognition? Where’s the why? How can the success criteria be monitored by student and teacher as a formative assessment tool during the lesson?
Activity – write the essay
Cognition – describing (effective description)
Why? – to help the reader understand the character
Success criteria can be used for students to self-assess against.
(This material adapted from Shirley Clarke.)
These are questions I used to ask my students to submit along with the final draft of any paper. I made a handout on colored paper (blue), and the blue sheet contained these questions and had to be stapled on top as a cover sheet or I would refuse to grade the paper.
What do you see as the connections among these three now?
A Double Bubble Map is like a Venn Diagram but gives you more space to brainstorm ideas.
Compare:
Serif font vs. sans serif font
Capulets and Montagues
Animal cells and plant cells
The Tree Map is good for a large body of information that can be broken into subgroups. Then students can list details or examples under the subgroup heading.
Vertebrates – the five types of vertebrates – characteristics
Fiction – subgenres (historical fiction, romance, suspense/mystery, etc.) – examples of
Use terminology from your discipline and/or real-world connections to craft questions that get students thinking about the implied or real relationships.
Baby, “Yeah!”
Willie Wonka - sarcasm
Lionel Richie
Grumpy Cat
My personal favorite, the most interesting man in the world (from Dos Equis ads)