Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

Unlocking: Learning Intentions

Shifting From Product to Process Across the Disciplines

By: Shirley Clarke

Foreword by John Hattie

LISC expert Shirley Clarke shows how to phrase learning intentions for students, create success criteria to match, and adapt and implement them across disciplines.

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781544399683
Published By: Corwin
Series: Corwin Teaching Essentials
Year: 2021
Page Count: 176
Publication date: February 19, 2021

Select Format:

Review Copies

This book is not available as a review copy.

Description

The expert’s guide to making LISC work for you!

Learning intentions and success criteria can have an enormous positive impact on student learning—you know that, in theory. This practical how-to guide helps turn that theory into practice.

In over twenty years of research, Shirley Clarke has found that the key to understanding, creating, and implementing learning intentions and success criteria is to focus on the process of learning rather than the product, or end result. Here she shows you:

• How to phrase learning intentions, organize and plan for them, and share them with students
• How to create success criteria to fit each learning intention
• How to adapt these practices to different disciplines—with examples
• Implementation strategies based on real-life teacher success stories

Let the expert do the research for you. With Shirley’s guidance, you’ll discover a simple process that leads to teacher clarity—and student success.

Author(s)

Shirley Clarke

SHIRLEY CLARKE (M.ED., HON.DOC) is a world expert in formative assessment, specializing in the practical application of its principles. Many thousands of teachers have worked with Shirley or read her books and, through them, the practice of formative assessment is continually evolving, developing and helping to transform students’ achievements.

Shirley’s latest publications are Visible Learning Feedback with John Hattie and Thinking Classrooms with Katherine Muncaster Her website www.shirleyclarke-education.org contains a videostreaming platform of clips of formative assessment in action as well as detailed feedback from her action research teams.

Table of Contents

Foreword

Preface

The Background and Lead-Up to This Book

How This Book Is Organized

Acknowledgments

PART I: SETTING THE SCENE

Chapter 1: Summary of the Key Messages

Why the Move From Product to Process?

What We Know About Learning Intentions and Success Criteria

Chapter 2: Learning, Not Doing: The Evidence

Clarity

Knowing How to Get There

The Evidence for Learning Intentions and Success Criteria

PART II: LEARNING INTENTIONS: A CLOSER LOOK

Chapter 3: Planning the Learning

The Big Picture

Knowledge and Skills

The Differences in Planning for Primary and Secondary

Getting the Wording Right

Chapter 4: Sharing Learning Intentions With the Students

In-Lesson Organization

In-Lesson Feedback and Evaluation

The Impact of Sharing and Clarifying Learning Intentions

PART III: SUCCESS CRITERIA: A CLOSER LOOK

Chapter 5: Process Success Criteria: A Framework for Learning and Self-Regulation

Defining Process Success Criteria

Planning Process Success Criteria for Skills

Writing Learning Intentions and the Implications for Their Success Criteria

Include Knowledge Key Points Alongside Skill Success Criteria

Everlasting Learning Intentions

Chapter 6: Co-Constructing Success Criteria

Why Take the Time to Co-Construct?

Strategies for Whole-Class Co-Construction

Examples of Co-Constructed Success Criteria Across All Ages and Subjects

What Happens to the Co-Constructed Success Criteria?

The Impact of Co-Constructed Process Success Criteria

Chapter 7: Planning a Lesson

Follow the Path for Skills, Knowledge, or Both

How Do Learning Intentions and Success Criteria Work in the Flow of a Lesson?

PART IV: DIFFERENCES BETWEEN SUBJECTS

Chapter 8: Literacy: Writing

Planning Graphic for Writing

Skills—Open or Closed

Examples of Literacy Skills With Knowledge Links

Breaking Down Success Criteria for Closer Focus

The Critical Issue of Quality and Knowing What Good Examples Look Like

Comparing Good and Poor Examples

How to Compare and Analyze Contrasting Examples of the Previous Class’s Writing

Chapter 9: Mathematics

Planning Graphic

Examples of Lesson-Based Skill Learning Intentions and Process Success Criteria

Intervention When Students Need More Support

Worked Examples and the Use of Success Criteria

Don’t Have Too Many Criteria!

Incorporating Decision-Making

Students Create Their Own Success Criteria

From Specific Skill Teaching to Application Problem-Solving

Chapter 10: Science

The Planning Graphic

From Primary to Secondary

Giving the Game Away

Examples of Science Learning Intentions and Success Criteria

Chapter 11: History and Geography

History Examples

Geography Examples

Chapter 12: Examples From Other Subjects

Art

Music

Drama

Design Technology

PART V: IMPLEMENTATION

Chapter 13: Whole-School Development

A Culture for Change

Support of School Leaders

Resourcing

Staff Meetings

Timescale: What Should We Do First, Next, and So On?

Whole-School Success

Chapter 14: Teachers’ Anecdotes About Implementing These Strategies

Anecdotes From Teachers in Learning Teams From 2017 Through 2020 . . .

Final Words

References

Index

Other Titles in: Teaching Methods & Learning Styles

Select Format:

Review Copies

This book is not available as a review copy.

Related Resources

Chapter 2: Learning, Not Doing [Lessons and Strategies]
Why LISC is so Important [Lessons and Strategies]