The planning for a semester, unit, or lesson begins with determining the learning goals or learning intentions – what the learner should be able to
do as a result of the learning. The practitioner and learners take responsibility for the learning and they collaboratively develop the learning intentions.Clarity of learning intentions and explicit sharing of them with learners are essential for learners to become engaged and motivated to achieve progress in their learning.
Learn more about know, understand and do
Download some sentence starters for learning intentions based on Bloom's taxonomy
The next step is identifying the criteria by which achievement of the learning intentions will be measured. Involving learners in this step engages and motivates them to want to achieve. Useful success criteria are specific, they describe what success looks like and they are measurable.
It is essential that the learning intentions and success criteria are explicit and understood by learners, their families and the practitioner. Providing models and examples of work that meet the success criteria enable learners to understand the depth and quality of work required to meet the expectations jointly set with the practitioner.
View examples of learning intentions and sample success criteria
Learners should be able to answer these questions –
Practitioners should be able to explain to the learners –
When development of learning intentions is shared, the planning reflects learner need and ensures the depth of learning required is appropriate for each learner.
Deep teacher knowledge is essential when designing Learning Intentions. The practitioner must know well their learning domain and the progression of learning within that domain to appropriately assess where a learner is at in their learning and to identify the next steps in the learning.The main purpose for developing effective learning intentions is to help answer the question, ‘What knowledge, skill and understandings do I want the learners to acquire as a result of the learning?' Once the overall Learning Intentions are framed, then consideration can be directed to differentiating those Intentions whilst keeping the integral focus of the session.
The centrality of clear learning intentions for learners to progress in their learning is illustrated in this graphic.
A professional learning module about Learning intentions, incorporating the above graphic, that addresses the big picture, reflection, practice and evaluation and provides examples of learning intentions is available at Education Services Australia.
Emily Skinner in the article "Differentiation: It starts with Pre-Assessment", describes a classroom method whereby a teacher starts with determining where the students are at in their learning at the beginning of the start of new topic and based on the evidence uncovered organises the next steps of the learning process.
Learning intentions and success criteria, John Hattie (video). Sighted 11/05/2016
Hattie explains the importance of linking success criteria and learning intentions and of showing students what success looks like.
In this short webinar "Learning Intentions and Success Criteria", Christine Sinclair and Murray Gallacher demonstrate how to use these two features of ongoing assessment in the classroom.