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Lets look at an example……
• Learning experience: Using musical instruments to tell a story.
• Learning intention: recognise what makes a piece of writing a poem
• Success criteria: could include:• I can pick out the rhyming words• I can clap the rhythm of the poem
(note the product success criteria/assessment for this would be that they could pick out a poem from different pieces of writing/speaking)
Lets look at some examples……
• Learning experience: Sharing Pizza/cake/oranges/slices coloured baubles
• Learning intention: Adding fractions with no whole numbers attached
• (Process) Success criteria:
• Make the bottom numbers in each fraction the same by finding a common multiple
• Multiply each top number by the same number you have multiplied the bottom number by
• Add the top numbers• If the top number is bigger than the bottom number, then change
into whole numbers and fractions
• (note the product success criteria /assessment for this would be that the answers are correct)
Group Activity
• Read the statements on each card.• Discuss each statement asking the following
questions: - Which statements are learning intentions? Why? - Which statements are success criteria? Why? - Which statements could be both? Why?
• I will learn to be able to use compound appreciation/depreciation to calculate new values
• You can say 2 or 3 sentences about subjects you like and dislike
• You can use connectives (and, but, also, because) in your anwers.
Individual Activity
• Choose an experience and outcome that you are working on and plan suitable learning intention, context, and success criteria.
Effective Questioning
Why do we ask questions?
• Discuss with your shoulder partner.
What are the challenges of effective questioning?
Creating a climate for quality questioning
When no-one answers You may get side-tracked Some people answering all the
time Pitching at a level where all
understand
Difficulties with Questioning
Research has shown that :
• a question is asked every 72 seconds
• 38% of the questions are answered by the teachers
• Only 8% encourage pupils to talk and think
• Follow up questions only 4% of the time
• Average wait time is 0.9 secs• Pupils contributions 3 words or
fewer 70% of the time