Clarity+about+what+is+to+be+learnt

Clarity﻿ about what is to be learned

There are two parts to supporting a learner to become clear about what is to be learned: naming or identifying the learning (learning intentions), and describing the learning (models or exemplars and success criteria). Together they need to paint the best possible picture of what is to be learned to ensure that students are clear about what they are learning. ﻿ Learning Intentions



Learning intentions describe what it is we want students to lean or what it is that students want or need to learn. Learning intentions can be global/specific.



Relevance Relevance in Assessment for learning is best understood in terms of the learning Intentions/Success Criteria and not the activity/context.



Construct relevance with students in a consultative manner as this leads to more understanding of what students are learning. Three basic applications: How does this learning relate to me right now? How does what I am learning help me to learn something else in this or another learning area? How can I apply this learning to something completely different? ﻿ Exemplar/Examples ﻿ <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Exemplars and examples are the most powerful way of describing what is to be learned and are needed to demonstrate quality. It clearly demonstrates what the learning is intended to result in and also allows you to draw attention to particular aspects of how it is being done. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">The exemplars Should: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">be relevant to the learning intention and exemplify the intended learning <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">exemplify the next steps of the learning <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">allow in depth discussion between teacher and student about the features of the example that the students should attend to so that success criteria can be co-constructed.



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<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Success Criteria Success criteria helps students to gain a better understanding of what successful learning might look like in ways that they can recognise from what they know now. Success criteria can be separated into two types Process criteria (unpack the important features of what is to be learn or how we will go about the learning). Product criteria (describe the way in which students will know at the end of the task that they have achieved the learning intention).Put slide about here about product/process.Co-constructing Success Criteria Exemplars/Examples and Modeling gives students the opportunity to see what they are learning about and what it might look like. Students are involved, and are making connections between the learning and the task.





<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">In order for the learning to be clear for the students, they need the opportunity to share and discuss the learning and feedback their understanding to the teacher. This opportunity to check understanding clarifies what they are learning about and what it might look like.





<span style="color: #008000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 180%; text-align: left;"> Clarity in a Nut Shell <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Do my students know what they are learning? (Specific Learning Intention). <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Do my students know why they are learning it (Relevance). <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Can they put it in the context of the big picture of their learning? (Global learning intention). <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Is it explained to them in student friendly language? <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Have I shown the student an exemplar of the learning? <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Do my students know what they need to do or attain in order to achieve success in this learning? ( Success Criteria). <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Have I involved the students as much as possible in deciding on the learning and the criteria for success? <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Have I checked that the students understand the learning, the criteria, and the task? <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Are the learning intention and success criteria written somewhere in the classroom for the students to access? <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Is the task I am setting for the student designed to enhance the learning?