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Fawkner Secondary College powerpoint presentation on Learning intentions
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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