ބްލޫމްސް ޓެކްސޮނޮމީ އަދި ޓޭބަލް އޮފް ސްޕެސިފިކޭޝަން

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Providing Descriptive Feedback, Group 3

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Sharing Success Criteria. Group 2

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Sharing Learning Intentions. Group 1

A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.

The concept of learning intentions is not new – as a teacher you devise learning intentions regularly. However, you may, instead, call them ‘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.

Why Use Learning Intentions?

Firstly, discussing learning intentions helps focus you and the pupils on the learning rather than the activity. Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

·        more focused for longer periods of time;

·        more motivated;

·        more involved in their learning; and

·        better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils.

Framing and Delivering Learning Intentions

Learning intentions need to be shared with pupils before they begin an activity or lesson. For best effect, you should follow these five steps when using learning intentions to introduce a new activity:

Identify what pupils will be learning (We are learning to …).

Explain the reason for the learning (We are learning this because …).

Key Elements of AfL

Share (and sometimes negotiate) the learning and the reason with pupils.

Present the information in language that they can understand. Revisit the learning intention throughout the activity or lesson. It’s very easy for both you and your pupils to confuse what they are doing with what they are learning. Remember, learning intentions are most effective when they focus on the learning rather than the learning activity. When writing learning intentions it is best to:

·        separate the task instructions from the learning intention; and

·        be clear about what you want pupils to learn.

Defining the Learning

To frame learning intentions, you need to defi ne the learning. We are all familiar with learning being described in terms of what pupils know, understand and are able to do. You can, therefore, express the learning in

terms of:

·        knowledge;

·        understanding; and

·        skills.

Knowledge is factual information, for instance 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 (for example applying techniques, drawing conclusions based on evidence, using a multiplication grid, collaboration, etc.).

What Makes a Good Learning Intention?

The most useful learning intentions are those that focus on generic, transferable skills. This means that pupils can take these skills away with them to use and apply in other contexts. It also encourages them to make connections across the curriculum and recognise where they are using the same or similar skills in unfamiliar contexts.

For example, some quality learning intentions are as follows:

We are learning to work effectively in groups.

We are learning to use evidence to support an opinion.

We are learning to carry out a fair test.

We are learning to interpret data.

Another advantage of generic learning intentions is that pupils of all abilities are able to achieve them; the differentiation is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.

Putting Learning Intentions into Practice

Here are some tips for using learning intentions effectively.

1. Start small.

You don’t need to have a learning intention for every lesson. You could start with one aspect of the curriculum, like narrative writing within Literacy, and highlight its respective learning intentions. If you do want to use learning intentions on an ongoing basis, you will probably only need to create learning intentions two or three times per week, as that is approximately how often new learning is introduced in classrooms.

  

2. 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.

3. 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.

4. Use appropriate language.

Remember to use the language of learning: better to say ‘we are learning to’ rather than ‘we are doing’.

5. Display the learning intention.

This helps pupils to maintain focus while they are working – you could use an interactive whiteboard/fl ip chart/WALT board, etc. A display will also help remind you to refer back to the learning intention throughout the lesson, and the pupils can take a role in designing the display, if you choose.

6. Discuss the learning intention with pupils.

This allows the pupils to internalise and explore what is required of them. You can also use the learning intention as a focus for evaluation during plenary sessions. Encourage your pupils to use the language of thinking and learning when they reflect on whether they have achieved a learning intention.

ސެލްފް އެސެސްމެންޓް އަދި ޕިއަރ އެސެސްމެންޓް