Learning Intentions
What are Learning Intentions?
The knowledge and skill that we expect students to learn.
Where do Learning Intentions come from?
Learning Intentions come directly from the Academic Content Standards.
Example:
Common Core Standard, Reading for Information RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Looking at the above standard, there are at least three key Learning Intentions that could be identified:
We say at least three because when you look at the skills above, we know that there is enabling knowledge and skills students will need to be successful on the skills. We call these enabling knowledge and skills a Learning Progression.
A Learning Progression is simply the enabling knowledge and skills that we hypothesize (educated guess) students might need to master on their way to mastering a BIGGER skill.
Are there different types of Learning Intentions?
Yes, Learning Intentions come in two types.
The two types of Learning Intentions are SURFACE and DEEP. It is critical that students have both surface level and deeper level knowledge in learning. There should be a balance. The key understanding is that students need a good SURFACE level understanding to be able to learn things at a DEEPER level.
Why are Learning Intentions important?
Success Criteria
Define for students what it means to have achieved the Learning Intentions. Success Criteria are critical for both students and adults as success criteria help to focus instructional feedback and inform self- and peer-assessment.
If Learning Intentions are the destination, then Success Criteria are the map to get there.
Resources for the Development of Success Criteria:
Performance Level Descriptors for Grade 3-8 ELA and Math
More information can be found in the book, The Focus Model, available from Corwin Press.
What are Learning Intentions?
The knowledge and skill that we expect students to learn.
Where do Learning Intentions come from?
Learning Intentions come directly from the Academic Content Standards.
Example:
Common Core Standard, Reading for Information RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Looking at the above standard, there are at least three key Learning Intentions that could be identified:
- Determine the main idea of a text.
- Explain how the key details of a text support the main idea.
- Summarize a text.
We say at least three because when you look at the skills above, we know that there is enabling knowledge and skills students will need to be successful on the skills. We call these enabling knowledge and skills a Learning Progression.
A Learning Progression is simply the enabling knowledge and skills that we hypothesize (educated guess) students might need to master on their way to mastering a BIGGER skill.
Are there different types of Learning Intentions?
Yes, Learning Intentions come in two types.
The two types of Learning Intentions are SURFACE and DEEP. It is critical that students have both surface level and deeper level knowledge in learning. There should be a balance. The key understanding is that students need a good SURFACE level understanding to be able to learn things at a DEEPER level.
Why are Learning Intentions important?
- Help students to stay more focused
- Classes using Learning Intentions found children to:
- Have more staying power
- Talk about the Learning Intention
- Change their emphasis from completion of work to achievement of the Learning Intention
- Work for themselves rather than simply working for the teacher
- Produce work more related to the standard expectations
- Move towards saying, “What are we going to Learn today?” rather than “What are we doing today?”
- Classes using Learning Intentions found children to:
- Improves the quality of work
- Students tend to have greater ownership of the lessons and activities driven by the Learning Intention
- Makes the Closure Lesson Activity more powerful learning experience
Success Criteria
Define for students what it means to have achieved the Learning Intentions. Success Criteria are critical for both students and adults as success criteria help to focus instructional feedback and inform self- and peer-assessment.
If Learning Intentions are the destination, then Success Criteria are the map to get there.
Resources for the Development of Success Criteria:
Performance Level Descriptors for Grade 3-8 ELA and Math
More information can be found in the book, The Focus Model, available from Corwin Press.
