Learning intentions prins.ppt

LEARNING INTENTIONS:The John Fawkner College

ApproachBy Gus Napoli, Jessica Sartori & Judy Poole - 2nd September 2011

To develop a clear understanding of the value of learning intentions, and how they were implemented them at John Fawkner College.

Success criteria Participate in discussion and activities Develop your own ideas about the implementation

of Learning Intentions in your school.

Learning Intention

Project Excellence 2009 onwards New school, New expectations.... AIZ Our Foci

◦ Establish an orderly environment◦ Clear expectations and effective strategies for

establishing focused, stimulating learning environments

Background at JFC

Members (5 people) Student Learning Leader (convener) - Jessica

Sartori Assistant Principal (mentor) – Judy Poole Teaching and Learning Coaches – Antoinette

Hooper and Penny Krilis Executive Principal – Glenn White

Teaching & Learning Team

Purpose: To build a consistent approach to teaching

and learning in all classrooms. Based on the ‘Secondary Approach for Powerful Learning’

model

Focus in Term 2: Developing authentic Learning Intentions

and use them effectively in the classroom.

Teaching & Learning Team

When teachers set learning intentions use appropriate pace and have a clear and strong narrative about their teaching then student’s are more secure about their learning and their level engagement and understanding is increased.

Theory Of Action For 2011

Highlight the value of Learning Intentions

Show staff what the research tells us Challenge the individualistic approach Audit/survey students and staff Support staff to understand and implement Accountability and expectations

Influencing Staff

I’ve been teaching for 20 yrs Patronising, insulting... My students get good results why

should I change how I teach? I already do this?

What some staff might say...

ClearConsistentExplicit

Whole school approach

Are your learning intentions clear?

RESEARCH Research demonstrates that effective

learning intentions improve student achievement significantly (Effect size 0.56).Hattie

An effect size of 1.0 means……

Improving the rate of learning by 50%

Why Learning Intentions?

800+ meta – analyses

50,000+ studies and

200+million students

Hattie’s Research

.40 .30 .20

0

.50 .60

.70

.80

.90

1.0

Typical

Teacher

Effects

Influences on Achievement

Development

al Effects

Reverse Effects

.10Zone of Desired Effects

Clear Learning

Intentions 0

.56

LEARNING INTENTION

PLAN OF ACTION

Group Discussion1. What is the practice related to learning intentions in

our school and how widespread is it?2. What are the difficulties/challenges that apply

displaying learning intentions?3. What will be the impact of the consistent use of

setting learning intentions on the learning of our students?

TASK 1: Complete the implementation survey (2 mins) Share this with your table groups (10 mins)

Step 1: Review your school practice

Students know the success criteria for lesson. Learning Intentions are made clear to all students. Learning Intention is displayed in the lesson/classroom Students are able to articulate their new learning, able to

voice the purpose of the lesson. Teacher refers to the learning intention throughout the

lesson. Students write the learning intention into their books. More engaged classroom. Students taking more responsibility for their learning

because they understand the learning intention. Measurable improvement in student learning outcomes. Teachers are using the language when talking to students. Success criteria is clear and explicit to all students.

Practices that demonstrate Learning Intentions at JFC

Look at the language of effective learning intentions

‘A learning intention describes what students should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004)

TASK 2: Complete the sorting activity Feedback

Step 2: Challenge the blockers

Subject related examples

Regular meetings Modelling Samples of Learning Intentions & Success

Criteria Share good practice

Step 3: Support teachers

Student survey Peer Observation Link to performance reviews Instructional rounds

Step 4: Expectations/ Accountability

Challenges

Successes

Opportunities

Review