(Powerpoint) Assessment for Learning

Report
Assessment for Learning (AfL)
Unit 2:
Sharing Learning Intentions &
Success Criteria
© PMB 2007
In this Unit We Are Learning to…
• understand what learning intentions and success criteria
are;
• be able to identify and frame learning intentions and
success criteria; and
• identify opportunities for using learning intentions and
success criteria in our own classroom.
© PMB 2007
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)
Learning
Intentions
‘What’ and
Success Criteria
‘How to recognise success’
‘Why’
© PMB 2007
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
• Focus on transferable skills
© PMB 2007
Sharing Learning Intentions
1.
2.
3.
4.
5.
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 these in language that pupils can understand.
Revisit the learning intention throughout the
activity/lesson.
© PMB 2007
What Is the Learning?
• Knowledge
• Understanding
• Skills
* Focus on transferable skills when possible
© PMB 2007
Defining the Learning Intention
• We are learning to…
- work effectively in groups.
- use evidence to draw conclusions.
- identify odd and even numbers.
© PMB 2007
Defining the Learning Intention cont.
• Activity: What are we doing?
- Write a description of your best friend.
• Learning Intention: What are we learning?
- To write an effective characterisation.
• Context: Vehicle for the learning
- Friendship
© PMB 2007
Activity 1
From Doing to Learning
Learning Intention
Be able to identify learning intentions
Be able to frame learning intentions
© PMB 2007
Getting the Learning Intentions Right!
Activity
Give a speech for or
against smoking
Learning Intention
Context
To present a point of view in a Speech about
persuasive way
smoking
Draw a bar chart to
To present information
show how pupils in our graphically
class come to school
Bar chart on types
of transport used to
get to school
Work effectively in a
group to design a
leaflet to promote
healthy eating
Healthy eating
leaflet
To be able to work effectively
in a group
© PMB 2007
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.
© PMB 2007
Success Criteria
Learning
Intentions
‘What’ and
‘Why’
© PMB 2007
•
Success Criteria
•
‘How to recognise
success’
Why Are Success Criteria Important?
•
•
•
•
Improve understanding
Empower pupils
Encourage independent learning
Enable accurate feedback
© PMB 2007
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
© PMB 2007
Effective Success Criteria…
• are linked to the learning intention;
• are specific to an activity;
• are discussed and agreed with pupils prior to
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-/selfassessment.
© PMB 2007
Effective Success Criteria cont.
Learning Intention: We are learning to write a narrative.
Activity: Write a ghost story.
I will be successful if:
I will be successful if:
• people enjoy reading my story; and
• it frightens them.
• set the scene in the opening
paragraph;
• build up tension/suspense;
• use spooky adjectives and powerful
verbs; and
• end with a cliffhanger.
© PMB 2007
Additional Examples
We are learning to…
present an argument.
We are learning to…
calculate the passing of
time in 5-minute intervals.
Remember to…
Remember to…
• include opening and closing
• count from the minute hand
• stop where the minute hand
finishes
• count in fives
• go clockwise
statements
• give reasons for and against
• use evidence to support
• use language to persuade
© PMB 2007
Activity 2
From Learning Intention to Success Criteria
Learning Intention
To identify and frame success criteria
© PMB 2007
Frame Your Own Success Criteria
Learning Intention
Context
To present information
graphically
Types of transport used to get
to school
To carry out a fair test
Conductivity of materials
To be able to work effectively
in a group
Producing a healthy-eating
leaflet
To research information
Use the internet to find
information on life in the
trenches in World War One
© PMB 2007
Recapping the Benefits
• How does the use of Learning Intentions and Success
Criteria benefit pupils?
© PMB 2007
Benefits for Pupils
(Findings from N.I. Teacher Researchers)
‘Children are more focused
and interested, creating a
positive learning culture.
Their self-esteem is
improving also.’
‘We have given children
the vocabulary to
discuss their own work.’
‘Pupils are beginning
to talk more about
how they are learning
rather than what they
are learning.’
‘Success can now
be achieved by
all, even the
weakest
children!’
© PMB 2007
Benefits for Teachers
‘Sharing learning intentions
and success criteria at the
beginning of the lessons has
resulted in teacher and
pupils working more in
partnership towards a
common goal.’
‘I’m more sensitive to
individuals’
needs/achievements.’
‘Relationships
between teacher
and pupils are
warmer and more
positive.’
(Findings from N.I. Teacher Researchers)
‘My planning is more
effective/focused/
thoughtful.’
© PMB 2007
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.
© PMB 2007
Summary cont.
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.
© PMB 2007

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