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A learning intention for a lesson or series of lessons is a statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities.
A learning intention for a lesson or series of lessons is a statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities.
Clear learning intentions should help students focus not just on the task or activity taking place but on what they are learning. Learning intentions are always linked to one or more learning outcomes in the specification.
Success criteria are linked to learning intentions. They are developed by the teacher and/or the student and describe what success looks like. They help the teacher and student to make judgements about the quality of student learning.
The learning intention is expressed in terms of knowledge, understanding and skills, and links directly with the relevant curriculum document.
The design of learning intentions starts with the answers to these questions.
What do I want students to know?
What do I want students to understand?
What do I want students to be able to do?
It is an expectation that all teachers at St Paul's make it clear to the students what the learning intention for each lesson is.
It is an expectation that all teachers at St Paul's make it clear to the students what the learning intention for each lesson is.
TEACHER -What this could look like- written on white board, written on or within an artifact, evident in subject website, evident in Google classroom.
TEACHER -What this could look like- written on white board, written on or within an artifact, evident in subject website, evident in Google classroom.
STUDENT- Evidence -What his could look like- evident in submitted work. Students discussion of question in and beyond the classroom.
STUDENT- Evidence -What his could look like- evident in submitted work. Students discussion of question in and beyond the classroom.
Questions that may help in evaluation.
1. Do the content and skills relate to the unit driving question?
2. Are there enough learning cycles (inquiry questions) to met the driving question and do the learning intentions relate to the learning inquiry questions and then ultimately the driving question?
3. Do the stimuli assist the student in understanding the inquiry question?
4. Do the learning activities allow students to access the curriculum at all points?
5. Are the learning cycle artifacts a true reflection of the unit driving question?
6. Do all the artifacts support the student in achieving success in the summative tasks?
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