In this unit we are learning to…
• understand what learning intentions and features of
quality are
• be able to identify and frame learning intentions and
features of quality
• identify opportunities for using learning intentions and
features of quality in our own classroom
Why are learning intentions and features of quality
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 ‘Why’
Features of quality
‘How to recognise success’
What are learning intentions?
Learning intentions are statements that describe the
learning activities/tasks that a lesson or series of lessons
will focus on.
Learning Intentions
• Identify new learning
• Focus on transferable skills
Sharing learning intentions
1.
2.
3.
4.
5.
Identify what students will be learning (We are learning
to…)
Explain the reason for the learning (This is because…)
Share and where appropriate, negotiate the learning and
the reason with students at the beginning of the lesson or
activity
Present these in language that students can understand
Revisit the learning intention throughout the activity/lesson
What is the Learning?
• Knowledge and understanding
• Skills (Focus on key skills when possible)
• Attitudes and dispositions
Exploring learning intentions
• We are learning to…
-
share ideas honestly
-
make connections between what I already know and
new learning
Exploring learning intentions
• Activity: What are we doing?
- Write a description of the main character in a novel
• Learning intention: What are we learning?
- To write an effective characterisation
• Context:
- Junior Cycle English
Activity 1
From doing to learning
Getting the learning intentions right!
Activity
Learning intentions
To plan an investigation to
determine the relative
effectiveness of baking soda
as an antacid treatment.
To be able to:
write a testable hypothesis
decide on the most appropriate
methods for conducting an investigation
explain how reliability, fairness and
safety have been considered
Give a speech for or against
smoking
To present a point of view in a
persuasive way
Working in a group to design a To be able to work effectively in a
leaflet to promote healthy
group
eating
Tips for using learning intentions effectively
•
•
•
•
Start small
Separate the learning intention from the activity instructions
Make sure students understand why they are learning it
Use student-friendly language (and/or ensure students have
the language of learning)
• Make it visible (display)
• Allow time for discussion with students
Features of quality
Learning
Intentions
‘What’ and
‘Why’
Features of quality
‘How to recognise success’
Why are features of quality important?
•
•
•
•
Improve understanding
Empower students
Encourage independent learning
Enable accurate feedback
What are features of quality?
Students and teachers make judgements on the quality of
student work by viewing evidence of learning against
criteria called features of quality.
Features of quality…
• are linked to the learning intentions
• are specific to an activity/task
• are discussed and agreed with students prior to
undertaking the activity/task
• provide a scaffold and focus for students while engaged
in the activity/task
• are used as the basis for feedback, peer-assessment and
self-assessment.
Learning intentions:
To be able to:
write a testable hypothesis
decide on the most appropriate methods for conducting an investigation
explain how reliability, fairness and safety have been considered
Activity:
To plan an investigation to determine the relative effectiveness of
baking soda as an antacid treatment
Features of quality:
Generates, discusses, and chooses interesting questions to investigate
Uses scientific ideas to make testable predictions
Suggests more than one way to investigate the question
Identifies the variables in the investigation
Explains the predicted relationships between the variables
Identifies and justifies the most appropriate way to investigate
Conducts a risk assessment of the proposed method and outlines necessary safety
precautions
Identifies the most appropriate data-gathering instruments to record reliable data
Acknowledges the limitations on the precision of the data to be recorded
Activity 2
From learning intentions
to features of quality
Recapping on the benefits
• How does the use of learning intentions and features of
quality benefit students?
Summary
To take more responsibility for their own learning,
students need to know:
• what they are going to learn
• how they will recognise when they have succeeded
• why they should learn it in the first place
Summary cont.
Using learning intentions and features of quality:
• creates more self-motivated students
• empowers students to become independent learners
• improves understanding
• can help focus feedback