Learning Intentions & Success CriteriaSupporting us to close the loop on an effective lesson

Seemingly Simple/Surprisingly ComplexNo matter where you are on your

Learning Intention journey this session will challenge your understanding to

enhance your clarity

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

I plan LI & SC for my students.

My students are actively involved in the development

of LI & SC

I’m at the beginning of my LI & SC journey.

• Decide your point on the continuum• Select a colour to match • Introduce yourself to a colleague with a different colour to you and

have a conversation prompted by these questions...

• What opportunities might/do LI and SC open up in our classrooms?

• What are/might be the challenges?

Learning Intention:We are learning that learning intentions and success criteria are pivotal components of effective teaching and learning.

Success Criteria: We will achieve success by- discussing and presenting our current understanding of LI and

SC.identifying our professional learning point of needrecognising the value of weaving a variety of VELs domains

into the success criteriadetermining how powerful our learning intentions and success

criteria might be in supporting the work of our PLTwriting learning intentions and success criteria

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools

transform with these simple but powerful ideas.(Clarke, Timperley, &Hattie, 2003).

Video

Sticky Note all areas that the teacher would have explicitly planned for?

1. Note individual responses on sticky notes during video. There are no right or wrong answers

2. Then ‘take a turn’ to share your responses so that the group can bundle and name common themes or ideas.

3. Decide on 2 not negotiables for a QWA (Quick Whip Around) 4. Agree on group member to share during QWA

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Q.W.A ReflectionQuickWhip

Around

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intention

Success Criteriaare directly related to the learning intention

Teaching and Learning activities are designed to provide students with opportunities to meet the learning intention

Students self assess in light of the learning intention and success criteria

The assessment activitymatches the learning intention

Teacher Questioning always maintains a focus on the learning intention

Feedback is based on the learning intention and the success criteria

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Teachers [need] to movefrom perceiving assessmentinformation as somethingseparate from teachingand learning processesto seeing the informationas an integral part of it forboth themselves and theirstudents.For any learner, whetherteacher or student, theeffectiveness of anyformative assessmentprocess depends on thelearner being able to answerthree questions,

• Where am I going?• How am I doing?• Where to next?

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Teacher inquiry and knowledge-building cycle

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Powerful Teachers establish Learning intentions and success criteria. Learning Tasks are challenging and differentiated. Academic Vocabulary is deliberately taught. Questioning is distributed and encourages dialogue and higher order thinking. Teachers use collaborative group structures to actively engage students in their learning. Teachers gather and use feedback on how learning is going and provide feedback to move learning forward. Teachers involve students in self assessment and reflection on learning.

Effective Professional Learning is focused on student learning and embedded in practice. It is research and evidence based and informed by data. It is collaborative and ongoing. Effective professional learning is an individual and collective responsibility and not optional.

Powerful Learning experiences involve students in both surface level learning (automatic recall of key knowledge and skills) and deep learning that enables the learner to use their knowledge and skills insightfully and in new circumstances.

Use all the available evidence to evaluate the impact of powerful learning recognising that learning often requires multiple repetitions in order to refine and embed the strategy in a teachers’ repertoire of practice.

Powerful Learners know how to learn in a productive learning environment. They know what, why and how they are learning. They have self efficacy, motivation, collaborative skills and capacity to use knowledge and skills of a domain in constructing and reflecting on learning.

Leaders of Powerful Learning both lead and participate in Professional Learning as learners.

At the principal level they prioritise the PLT time and ensure face to face accountability in relation to powerful learning in the classroom.

Leaders of PLTs facilitate purposeful teacher learning with a focus on student learning using observation and evidence of student learning.

Assessment for learning helps teachers place the learner at the centre

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

A learning intention states clearly what the teacher wants the students to...

know (knowledge)

understand (understandings)

or be able to do (skill)

as a result of the learning and teaching.

Glasson, T pg 10

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Why use Learning Intentions?

Learning intentions shift the focus for teacher planning.

They encourage us to think about what we want students to learn

as opposed to what we want students to complete (activity).

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

When students know the learning intention of a lesson or series of lessons they...

• Are helped to focus on the purpose of the activity rather than on simply completing the activity.

• Are more likely to stay ‘on task’ and less likely to become confused.

• Can take more responsibility for their learning.

Shirley Clarke – Gillingham Partnership Formative Assessment Project 2000 - 2001

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

What is the difference between the learning intention of a lesson and the context of a lesson?

The learning intention focuses on the skills, knowledge and understanding.

The context/activity describes where the skills, knowledge and understanding will be applied.

So What? If teachers are clear about the skills, knowledge and understanding that

they want students to obtain, they are more likely to provide learning activities that directly relate to the objectives, provide feedback about how to improve, and design assessment activities that actually test the same skills, knowledge and understanding.

Improving Student Achievement-Toni Glasson Pg21We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools

transform with these simple but powerful ideas.(Clarke, Timperley, &Hattie, 2003).

Turn and talk Which intentions are knowledge and skill focussed?

Which intentions are context focussed?

Students will be able to write a letter to the editorStudents will be able to write to persuade.Students will demonstrate an ability to argue a point of view

Students will be able to give a talk on their favourite hobby/game/topic of choiceStudents will be able to give a talk to an audience.Students will be able to provide information orally to an audience

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Improving Student Achievement-Toni Glasson Pg21

ContextLetter to the editor

LI skill

LI skill

ContextHobby game topic

LI skill

LI skill & knowledge

Writing a Learning Intention and Success Criteria?

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Reference: Sharing Learning Outcomes, Ian Smith 2008www.camb-ed.com

Avoid using words like ‘state’, ‘know’ or ‘understand’ in success criteria

One of the reasons why it is a good idea not simply to lift existing standards statements is that in the past many of them have simply focused on knowledge.The following, from a set of science standards is an example-

Learning OutcomeWe are learning that animals are divided into two main groups:Vertebrate and invertebrate

Success CriteriaWe will:• know that vertebrates

are split into five smaller groups

• Be able to name the five animal groups

• Be able to name features of each group

These kinds of success criteria do not ask pupils to demonstrate their understanding but simply to show what they know-or in too many cases what they do not know-without giving them any help to come to know or understand.

Use the action verb ‘I can’ to show how pupils will use their knowledge and demonstrate their understandingIn better standard statements lots of these already exist.

I can describe I can suggestI can give explanations for I can make links betweenI can give examples of I can interpretI can identify ways in which I can constructI can identify strategies to I can clarifyI can use scientific names for I can classifyI can recognise issues of I can presentI can plan I can sortI can predict that I can explain to my partner

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Writing Success Criteria?

All the evidence that has been generated shows that classrooms are far more important than schools in determining how children perform at school.

Effective schools are only effective to the extent which they have effective teachers.

“It appears that the teachers students are assigned to may be more important than the schools they attend”.

Hattie Pg 72 contributions from the school 2009

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

John Hattie- Visible Learning

With an effect size of 0.59 we can’t ignore the benefits of holding firm

the things that we value when designing lessons

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

Learning Intentions:• What should the student be able to do,

understand, care about as a result of teaching?

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

John Hattie- Direct InstructionSlides-Andrea Hillbrick

Learning Intentions:

• Displayed in your classroom and can be written by the teacher in advance.

• Are also recorded in your planning.• Need to be clear and make sense to your

students.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intentions:

• Use ‘child- speak’ to make your learning intention effective.

• Relate to the main part of your lesson.• Task needs to match the learning intention.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intention:

• Begin with the task instructions and ‘hook in’ your students at the beginning of your lesson – what you want your students to do!

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intention:• Then share the learning intention – what you

want your students to learn.• The students read the intention aloud.• Revisit the learning intention throughout the

lesson.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intention:Avoid:• Lifting statements from curriculum

advice/documents.• Trying to write learning intentions for every

learning area – begin with an area you are comfortable with.

• Explaining the task.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intentions:

I am/We are learning to….

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

Success Criteria:• What success criteria of performance are to

be expected and when and what students will be held accountable for from the lesson/activity.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Success Criteria

• Success criteria are used as the basis for feedback and peer-/self-assessment.

• Not to track improvement over time, but to help bring about that improvement.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Success Criteria

• The students need to know the criteria you are using to judge their work. What we are looking for is….? How will we know?

www.andreahillbrick.com.auWe have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools

transform with these simple but powerful ideas.(Clarke, Timperley, &Hattie, 2003).

Success Criteria

• After sharing the task and learning intention, create the success criteria with your students. How will we know we’ve achieved this?

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Success Criteria

• In mathematics you might focus on a checklist of strategies for success criteria.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Success Criteria

We/I can…

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

Build commitment and engagement:• What is the ‘hook’?• How does the hook focus the students

attention on the lesson?

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

How the teacher should present the lesson:• Input - providing information needed for the

students to gain the knowledge or skill

Direct Instruction

How the teacher should present the lesson:• Modelling is where the teacher shows

students examples of what is expected as an end product.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

How the teacher should present the lesson:• Checking for understanding – involves

monitoring whether the student have ‘got it’ before they start to practice.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

Guided Practice:• An opportunity for students to demonstrate

his/her learning whilst the teacher observes.• The teacher provides feedback, determines

skill level and provides support if required.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Direct Instruction

Closure:• The teacher helps the students to bring things

together in their own minds, to make sense of what has been taught.

• Review and clarify key points of a lesson.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Hattie p. 207

‘ The teacher needs to invite the students to learn, provide much deliberative practice and modelling, and provide appropriate feedback

and multiple opportunities to learn’.

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Hattie p. 207

‘ Direct Instruction underlines the power of stating the learning intentions and success

criteria, and then engaging students in moving towards these.’

An important aspiration...

Before I ask...

“am I doing things right?” ASK

“am I doing the right things?”

PLT Power

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Planning supports... Where might we start?What’s the rich goal we are working toward in the reading dimension with this group of

students?VELS Focus Statement

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Planning supports...Standards...

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Planning supports...Indicators of progress

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Planning supports...Indicators of progress

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Progression Point:At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: understanding that their writing can communicate ideas, feelings and information use of letters and some words in the writing of brief texts about topics of personal interest emergent writing showing concepts about print, including left to right, top to bottom reading back from their own writing at the time of writing approximate use of letters for some letter–sound relationships and common words use of a variety of writing tools, including crayons, pencils and computer software

Ideas Communicated in Writing Conventions of writing Writing Strategy Conventions of spelling Students write about personally significant events and

topics. Their attempts contain letters, and two or more letters may be used to represent a word. Their writing is often accompanied by pictures or scribbles to convey their intended meaning. The students talk about what they write and show that they are aware that: (1) speech can be written by being recorded in symbols; (2) writing is used to convey ideas, feelings and information; and (3) writing a text usually has a beginning and an end.

They are aware that people write for various purposes, for example, they can: (1) identify labels, signs and captions in their classroom and say what they do; (2) recognise and write at least part of their name and the names of others in their class; (3) identify written stories and explain that they tell a story; and (4) begin to develop a writing vocabulary of high-frequency words.

They attempt to write in a range of contexts including on a card, in a note or in an alphabet book. They discuss the purposes for writing in each case and the ways in which they use writing.

  http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/writing/05writingideas.htm

In their writing attempts, students show an awareness of elementary concepts about print, including left to right, top to bottom, and spacing, i.e., that there are spaces between written words.

Students begin to write short, teacher-dictated sentences by approximating the spelling patterns and may invent or approximate some letters.

Students write the first letter of their name, and then their name and the names of others in their class.

Students distinguish between pictures and written language.

Students display the conventions of pencil grip, paper placement and posture.

 http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/writing/05writingconv.htm

The students use at least some of the following writing strategies: Students show an emerging ability to control how

they use a pencil or crayon. This includes the appropriate pencil grip. They can trace over and around letters, outlines and shapes, write letters ‘in the air’, in sand, in finger-painting activities, develop the visual–motor coordination skills necessary for writing (for example, eye–hand and hand–arm coordination skills), engage in finger play, and develop body posture and movements that permit them to write more easily.

Students see oral language being recorded in print; they dictate text, see it written and then say it aloud.

Students plan what they intend to write by saying it first or drawing a picture or symbols to create a draft.

Students write what they say, perhaps saying each word as they write it.

Students read back to others what they have written or believe they have written. They may retell/paraphrase or say the main ideas of the message rather than reading it ‘word for word’.

Students learn to copy familiar words by saying the word to themselves and then telling themselves some of the letters. They can copy words from the environment or from their favourite books.

Students articulate some of the sounds and represent them with appropriate symbols.

http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/writing/05writingstrategy.htm

Students attempt to spell words by writing one or more of the letters in the word, usually having the initial letter, or by matching the most obvious sounds, particularly consonants.

Students know and can write some letters (upper and lower case), and recall the names of letters, both upper and lower case.

Students match letters with their common sounds, for example, they can use a model of the alphabet to select the letter for sounds they hear and then write the letter by copying.

Students write letters for some of the letter–sound links they know and may mix up upper and lower case letters.

Students recall the most common sounds that are linked with letters.

  http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/writing/05spellingconv.htm

Next step-Success Criteria?Idea Communicated in

WritingConventions of writing Writing strategy Conventions of spelling

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Success Criteria

Learning IntentionIs directly related to the success criteria

Teaching and Learning activities are designed to provide

students with opportunities to understand the success criteria and

develop skills, knowledge and understanding to meet them

Students self assess in order to help themselves meet the success criteria

The assessment task/activity is designed so that students are given the opportunity to demonstrate the success criteria

Teacher and Peer Feedback is based on the success criteria

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Have a go?

learning intentionWhat am I going to learn? (student)What am I going to teach? (teacher)

We are learning...

success criteriaHow will I know that I have been successful? (student)What will tell me that I have learnt how to? (student)How will I know my students can use their knowledge and demonstrate their understanding? (teacher)

I will know I’ve been successful if/when...

I can...

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Writing a Learning Intention and Success Criteria?

Have a go... Write a Learning Intention with a minimum of two Success Criteria using VELS Documentation (Do)

I/we are learning to… I/we will know I/we’ve been successful if/when...

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intention:We are learning that learning intentions and success criteria are pivotal components of effective teaching and learning.

Success Criteria: We will achieve success by- discussing and presenting our current understanding of LI

and SC.identifying our professional learning point of needrecognising the value of weaving a variety of VELs domains

into the success criteriadetermining how powerful our learning intentions and

success criteria might be in supporting the work of our PLTwriting learning intention s and success criteria

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools

transform with these simple but powerful ideas.(Clarke, Timperley, &Hattie, 2003).

How did we go?

Reflect to ‘Act’

1If I_____________________________ then_____________________________

2If I_____________________________ then_____________________________

3If we_____________________________ then_____________________________

We have spent much time writing about making learning intentions and success criteria explicit, and have seen many classes and schools transform with these simple but powerful ideas.

(Clarke, Timperley, &Hattie, 2003).

Learning Intentions & Success Criteria Supporting Differentiation

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Learning Intention:We are learning that learning intentions and success criteria are pivotal components enabling a teacher to differentiate instruction.

Success Criteria: We will achieve success by- challenging our current understanding of differentiationdescribing the benefits of a variety of assessment tools to

inform differentiationrecognising the value of success criteria in the differentiated

classroomPlanning for differentiation

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on

what they know? Helen Timperely May 2011 Paper NO 21

What does differentiation ………?

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Construct using the matchsticks your understanding of what it means to differentiate instruction.

CAROL TOMLINSON AN INTRODUCTION TO DIFFERENTIATION

http://www.diffcentral.com/videos.html

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

One way to deal with the range of student understandings in the classroom is for teachers to use differentiated instruction.

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

DIFFERENTIATION- WHAT IT IS AND ISN’T

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

TURN & TALK

What impact has the conversation so far had on your personal definition of differentiation?

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

ASSESSMENT

“Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.”

http://www.education.vic.gov.au/studentlearning/assessment/

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Exploring data and purposes of that data

Formative (as/for) Summative Summative (of) Assessment

Is part of the instructional process, it provides the information needed to adjust teaching and learning while it’s happening. Formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve targeted learning goals within a set time frame.

Are given to determine at a particular point in time what students know and do not know. Many summative assessments are standardized tests such as state assessments, they are also used as an important part of state and classroom programs. Summative assessment at the state/classroom level is an accountability measure that is generally used as part of the grading process.

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

ASSESSMENTIn table groups explore your collective understanding of the assessment tools currently used by your schools from the perspective of the teacher

and the student

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Purpose of assessment Examples Benefits for students Benefits for teachers

Assessment for learning occurs when teachers use inferences about student progress to inform their teaching

Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals

Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards

REFLECTION...

FOR AS or OF LearningWhich is most powerful in supporting the improvement in student learning?

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

AS Learning

Success Criteria

Learning IntentionIs directly related to the success criteria

Teaching and Learning activities are designed to provide

students with opportunities to understand the success criteria and

develop skills, knowledge and understanding to meet them

Students self assess in order to help themselves meet the success criteria

The assessment task/activity is designed so that students are given the opportunity to demonstrate the success criteria

Teacher and Peer Feedback is based on the success criteria

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Writing a Learning Intention and Success Criteria?

Reference: Sharing Learning Outcomes, Ian Smith 2008www.camb-ed.com

Avoid using words like ‘state’, ‘know’ or ‘understand’ in success criteria

One of the reasons why it is a good idea not simply to lift existing standards statements is that in the past many of them have simply focused on knowledge.The following, from a set of science standards is an example-

Learning OutcomeWe are learning that animals are divided into two main groups:Vertebrate and invertebrate

Success CriteriaWe will:• know that vertebrates

are split into five smaller groups

• Be able to name the five animal groups

• Be able to name features of each group

These kinds of success criteria do not ask pupils to demonstrate their understanding but simply to show what they know-or in too many cases what they do not know-without giving them any help to come to know or understand.

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Use the action verb ‘I can’ to show how pupils will use their knowledge and demonstrate their understandingIn better standard statements lots of these already exist.

I can describe I can suggestI can give explanations for I can make links betweenI can give examples of I can interpretI can identify ways in which I can constructI can identify strategies to I can clarifyI can use scientific names for I can classifyI can recognise issues of I can presentI can plan I can sortI can predict that I can explain to my partner

Writing Success Criteria?

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

I See...I read...

I think I wonder

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Prep Writing – Description

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

We see We think We wonder...We See We think We wonder

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

So what part does the PLT play in planning for differentiation?

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Teacher inquiry and knowledge-building cycle

USING DATA TO DIFFERENTIATEUsing the Maths Online Interview growth points

Counting points of growth Dark Blue- Grade 1 Orange- Grade 2

1 2 5 6 7 10 11 12 18 19 22 23 28 33 34Know some number names but have difficulty stating them in sequence above 10

Rote count the number sequence to 10 but are unable to reliably count a collection of that size

Recognise simple patterns

Can place objects in order 1st to 5th

Count a collection of around 10 objects

Know numbers before and after a given number to 10

Rote count the number sequence to at least 20

Confidently count a collection of around 20 objects

Count by 1s forward/backward from various starting points between 1 and 100

Know numbers before and after a given number up to 100

Count from 0 by 2s, 5s and 10s to a given target

Count from any two-digit number by 10s

Given a non-zero starting point, can count by 2s, 5s, and 10s to a given target

Count from a non-zero starting point by any single-digit number

Can apply counting skills in practical tasks

Student groupings according to points of growthLochlonAshantiLiarna

SamaraMemphis

ShantayCourtney

IsabelChelseaBrandon

JorjaThomas

KellyErumAidenLisa

SundayTylerSam

EmilyCalvinKeelyTyson

MichaelJoshBeau

JordonAmber

YaseminEbonyHayley

LilyAliriaOscar DakotaAustinMaddiSharniLeila

AngelElysia

BritneyCodi

Sarah

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

Learning Intention:We are learning that learning intentions and success criteria are pivotal components enabling a teacher to differentiate instruction.

Success Criteria: We will achieve success by- challenging our current understanding of differentiationdescribing the benefits of a variety of assessment tools to

inform differentiationrecognising the value of success criteria in the differentiated

classroom

The cycle begins by identifying the knowledge and skills students need …. What do they know? What evidence do I have? How do we build on what they know? Helen Timperely May 2011 Paper NO 21

How did we go?