Learning Intentions and Success Criteria - PowerPoint Presentation

1. Learning Intentions and Success CriteriaNational support for moderation

2. AimsDevelop an understanding of effective Learning Intentions and Success CriteriaExplore the relationship between Learning Intentions and Success CriteriaExplore and understand the importance of Learning Intentions and Success CriteriaEvaluate existing practice and identifying areas for improvement

3.

4. What is the difference between Learning Intentions and Success Criteria and how do they link together?(5 minutes to discuss)

5. Learning Intentions and Success Criteria – definition and relationship

6. Why are Learning Intentions and Success Criteria important?(5 minutes to discuss)

7. Why are Learning Intentions and Success Criteria important?Provide a focus for learning which allows learners to be clear about what is being asked of themProvide scaffolding and a framework to ensure learners are actively engaged in their own learning and the assessment of their own progressAllow both practitioners and learners to give quality feedback specifically on what has been learned and to identify next steps in learningProvide a framework for learners to engage in evaluative dialogueInform learning conversations and profiling at key points.

8. ‘Staff should discuss with learners what they are expected to learn. They should clarify and share learning intentions and success criteria and appropriate experiences for achieving these. Both staff and learners should foster a sense of achievement by sharing challenging and realistic expectations. Sharing success criteria along with learning intentions allows learners to ‘see what success looks like’. With practice, success criteria can often be devised by the learners themselves.’ (Building the Curriculum 5)

9. The language of Learning Intentions and Success CriteriaThere are many different ways to frame Learning Intentions and Success Criteria. There is no one correct way, however consistency of language used across the establishment is important.

10. Learning IntentionsNational support for moderation

11. What is a Learning Intention?The Learning Intention states what pupils should know, understand or be able to do by the end of a learning experience.

12. Key features of effective Learning IntentionsDirectly drawn from the selected bundle of Experiences and OutcomesReflect the standards in the selected bundle of Experiences and OutcomesClearly state what learners should know, understand or be able to doWritten in clear language the learners will understandAre shared with learners and referred to throughout the learning processAre appropriately challenging for the learnersLinked to planned assessment activities

13. The process of creating Learning Intentions

14. Sharing Learning IntentionsThe Learning Intention can be shared:Most commonly:At the beginning of the lesson/block of lessonsOccasionally: Following exploration of a problem, concept or challenge

15. Common issues with Learning IntentionsUnclear and too wordyFocused on the task, activity or context rather than the learningDo not reflect the standards within the selected bundle of Experiences and OutcomesAre not shared effectively with the learners

16. Common issues with Learning Intentions These Learning Intentions include some of the issues outlined in the previous slide. Issues identified within these Learning IntentionsLearning IntentionsTask, activity or context, rather than learning focusedToo wordyIntended focus for learning is not made clearTo draw a catxxTo complete all of the addition questions on P56 correctly using strategies we have learned xxxTo take part in a game of basketballxxTo design a poster giving information about the Spring Fair for display around the local areaxxx

17. Activity 1Look at the bundle of Experiences and Outcomes on the next slide.Discuss these with colleagues and create possible Learning Intentions.

18. Creating Learning IntentionsLook at these Experiences and Outcomes. Create appropriate Learning Intentions. Experiences and OutcomesPossible Learning IntentionsTo show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16aTo show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a

19. Activity 2Look at the Learning Intentions on the next slidesDiscuss with colleagues any issues they may have

20. Give a speech for or against smokingDraw a bar chart to show how pupils in our class come to schoolWork effectively in a group to design a leaflet to promote healthy eatingImproving Learning IntentionsDiscuss these Learning Intentions.

21. Activity 2Look at the comments highlighting issues and points for improvement. Do you agree with these comments? Do your suggestions fit with these comments?

22. Give a speech for or against smokingDescribes the activity rather than the learningContext (smoking) should be removedDraw a bar chart to show how pupils in our class come to schoolToo wordyDescribes the activity rather than the learning.Context should be removedWork effectively in a group to design a leaflet to promote healthy eatingImproving Learning IntentionsDo you agree with these comments?Too wordyFocus for learning isn’t clear as involves a range of learningContext should be removed

23. Success CriteriaNational support for moderation

24. What are Success Criteria?Success Criteria outline the ways in which the learner can achieve the Learning Intention. Success Criteria are clear, relevant and measurable definitions of success.

25. What are the key features of Success Criteria? Success Criteria are clear, relevant and measurable definitions of success.Clearly linked to the Learning IntentionWritten in appropriate language for the learnerDifferentiated according to the needs of the learnersAre created and agreed with the learners Outline the ‘key ingredients’ or steps to successFocus on key elements or steps of the process, not the product

26. Co-constructing Success CriteriaPractitioners should be very clear about what successful learning will look like before co-constructing the Success Criteria with learners.Co-constructing Success Criteria with learners will:Ensure learners have a clear picture of what success looks like and how to achieve itEncourage learners to be fully involved in the process and actively engaged with the Success Criteria throughout the learning

27. ‘Peer assessment and other collaborative learning enables learners to support and extend each others’ learning, for example by being aware of what is expected of them from looking at examples and devising and sharing success criteria.’ (Building the Curriculum 5)

28. Keeping the Success Criteria focused Success Criteria should focus on ways to achieve the specific Learning Intention in order to:Provide a focus for learning Ensure feedback discussions are focused and learners are clear about their progress and next stepsIt is therefore important to ensure Success Criteria don’t include aspects of learning outwith the Learning Intention.

29. Keeping the Success Criteria focused Success Criteria should relate to the body of knowledge or skills that are being taught on that day or block of learning, e.g. teaching paragraphs.If children and young people are learning to write in paragraphs, feedback should be restricted to comments on paragraphing.Although we might want to comment on spelling and grammar, if these are not the focus of the learning for this lesson/block of  learning, they should not be the focus of the feedback for this lesson/block.

30. Ensuring Success Criteria focus on the Learning Intention Learning Intention: To use descriptive vocabulary Success Criteria: I have used adjectives to describe physical appearance I have used adjectives to describe personalityI have used adverbs to describe actions and movementIn this example the 3 Success Criteria relate to the Learning Intention. Whilst these aspects below might be important, they should not be included as they do not directly relate to the Learning Intention outlined above for this lesson/block of learning My handwriting is clear and legibleI have checked my spelling I have written in paragraphs

31. Ensuring Success Criteria focus on the Learning Intention In this example the Learning Intention is: To write using persuasive languageSuccess CriteriaExpectations State your argument or pointWrite in present tenseUse conditionals – would, should, might…Link ideas to arguments using connectives – because, so, thereforeUse rhetorical questions – Are we to believe that…?(For all extended writing)……..Write in paragraphsClear structure – introduction, development, conclusionUse a dictionary to check spellingWrite in clear, legible handwriting

32. Co-constructing Success Criteria It is important to support and train learners to be able to co-construct Success Criteria. Some examples of how to support learners in doing this are:Scaffolding through looking at finished examples of workComparing a ‘good’ with a ‘not so good’ exampleDemonstrating or modelling the techniqueImproving poor examples

33. Using Success Criteria throughout the lesson Remember to ensure there is a continuous dialogue around Success Criteria. Success Criteria should be referred to throughout the lesson and used in the plenary to identify what has gone well and discuss possible next steps.

34. Differentiating Success CriteriaIn order to meet the needs of different learners it is often necessary to differentiate the Success Criteria. This can be done in many ways including:developing the same aspect of learning with Success Criteria appropriate to the complexity of challenge (eg addition and subtraction with 2/3/4 digit numbers in numeracy)creating different sets of Success Criteria with particular groups or individualsbroadening the Success Criteria for additional challengethe use of phrases like must/should/couldIt is important that Success Criteria provide the appropriate support and challenge for all learners.

35. Common issues with Success CriteriaRepeat the Learning Intention rather than defining how to achieve itFocus on the product or completion of the task (e.g. ‘complete P75’)Do not reflect the learning within the Learning IntentionAre too wordy and not measurableHave involved asking learners to co-construct them ‘cold’  (e.g. without support or scaffolding)

36. Activity 1Look at the Learning Intentions and Success Criteria on the next slide.Discuss these with colleagues how the Success Criteria might be improved.Look at the comments on the following slide. Do you agree?

37. Improving Success Criteria Discuss these Success Criteria. How might they be improved?Learning IntentionSuccess CriteriaTo display information in a bar graphI have displayed the informationI have created a bar graphMy bar graph is neatWe are learning to write compound sentencesI have included a capital letter and full stopMy sentence makes senseI have written in neat handwriting

38. Improving Success CriteriaDo you agree with these comments?Learning IntentionSuccess CriteriaCommentsTo display information in a bar graphI have displayed information in a bar graphI have created a bar graphMy bar graph is neatRepeats Learning Intention rather than giving ways of achieving it.Specifies the need for the graph to be ‘neat’ but doesn’t explain how.We are learning to write compound sentencesI have included a capital letter and full stopMy sentence makes senseI have written in neat handwritingSuccess Criteria don’t link well to focus of Learning Intention (compound sentence).‘Neat handwriting’ is not a particular focus and more an on-going aspect.

39. Activity 2Look at the examples of Success Criteria from early to fourth levels. 2. Pick a level to work on.3. Look at and improve the Success Criteria for each Learning Intention.

40. Moderating Learning Intentions and Success CriteriaThink about your next block of learning in a chosen curriculum areaSelect an appropriate bundle of Experiences and OutcomesCreate Learning Intentions and Success Criteria for your selected bundleSelect some of the moderation questions on the next slide to discuss the Learning Intentions and Success Criteria.If required, make changes to improve the Learning Intentions and Success Criteria where appropriate

41. Moderation questions.The following slide contains some examples of questions that could be used when moderating planning for learning, teaching and assessment. This is not a prescriptive or exhaustive list and in practice these questions would not all be used at one time, rather a few pertinent ones chosen depending on the focus or purpose of the moderation activity.

42. Moderating Learning Intentions and Success CriteriaWhy did you select these Learning Intentions and Success Criteria?In what ways are they appropriate for this group of learners?Do they reflect the key learning?How did you involve the learners in developing the Success Criteria?Do they clearly outline what learners need to do to be successful?In what ways are they reflected in the assessment activities?Are they at the correct level of challenge?How do you know?Do the Learning Intentions and Success Criteria focus on the learning?Are there any ceilings in your Learning Intentions and Success Criteria?Do they reflect the wording of the Es and Os? (ie understand, use, explain)How did you share the Learning Intentions with the learners?How did you agree the Success Criteria with the learners?

43. The Moderation Hubhttps://glowscotland.sharepoint.com/sites/PLC/moderationhub/SitePages/Moderation%20Cycle.aspx

44. Self-evaluationThe following self-evaluation pro-formas can be used to inform improvements across the establishment.

45. Key features of effective Learning Intentions and Success Criteria.Within my own practice where am I now?Where do I want to be?How am I going to get there?I plan Learning Intentions to reflect the standards in the chosen bundle of Es and Os.The Learning Intentions describe what learners are going to learn, rather than what they are about to do. They focus on the learning and not the task, activity or context.The Success Criteria describe how both myself as a practitioner and the learners themselves will know that they have been successful in achieving the Learning Intention.Learners are engaged in sharing and co-constructing Success Criteria for the Learning Intentions.Learners in my setting confidently engage in effective peer and self-assessment  based on Learning Intentions and Success Criteria.Learning Intentions and Success Criteria self-evaluation - Practitioners

46. Key features of effective Learning Intentions and Success Criteria.Across our dept./ establishment where are we now?Where do we want to be?How will we get there?Learning Intentions are consistently planned to reflect the standards in the chosen bundle of Es and Os within our planning processes across the dept./faculty/establishment.Learning Intentions describe what learners are going to learn, rather than what they are about to do. They focus on the learning and not the task, activity or context.Success Criteria effectively describe how both practitioners and learners will know that they have been successful in achieving the Learning Intention.Learners at all stages across our establishment are engaged in sharing and co-constructing Success Criteria.Learners confidently engage in effective peer and self-assessment  based on Learning Intentions and Success Criteria.There are opportunities for staff to work together , moderating Learning Intentions and Success Criteria to ensure consistency of approach and a shared understanding of standards.Learning Intentions and Success Criteria self-evaluation – Senior and Middle Leaders

47. Learning Intentions and Success Criteria – Learner*This grid is designed for recording discussions with groups of learnersSuggested Questions to prompt discussionNotes from learner responsesAreas for developmentWhat is a Learning Intention? How are Learning Intentions shared with you?    Are Learning Intentions are made clear to you? Do you think Learning Intentions help you to focus on your learning?(If yes in which ways/ If no why not or what would help you?)  Do Success Criteria help you know what you need to do to achieve the Learning Intention? Do Success Criteria help you to identify your next steps in learning?(If yes in which ways/ If no why not or what would help you?)  Do you take part in creating Success Criteria?Do you find this helpful? (If yes in which ways/ If no why not or what would help you?)  Do you feel confident when talking about your progress in learning using Success Criteria?   

48.