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Unlocking: Learning Intentions
Shifting From Product to Process Across the Disciplines
Foreword by John Hattie
Series:
Corwin Teaching Essentials
Corwin Teaching Essentials
February 2021 | 176 pages | Corwin
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.
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.
Foreword
Preface
Acknowledgments
PART I: SETTING THE SCENE
Chapter 1: Summary of the Key Messages
Chapter 2: Learning, Not Doing: The Evidence
PART II: LEARNING INTENTIONS: A CLOSER LOOK
Chapter 3: Planning the Learning
Chapter 4: Sharing Learning Intentions With the Students
PART III: SUCCESS CRITERIA: A CLOSER LOOK
Chapter 5: Process Success Criteria: A Framework for Learning and Self-Regulation
Chapter 6: Co-Constructing Success Criteria
Chapter 7: Planning a Lesson
PART IV: DIFFERENCES BETWEEN SUBJECTS
Chapter 8: Literacy: Writing
Chapter 9: Mathematics
Chapter 10: Science
Chapter 11: History and Geography
Chapter 12: Examples From Other Subjects
PART V: IMPLEMENTATION
Chapter 13: Whole-School Development
Chapter 14: Teachers’ Anecdotes About Implementing These Strategies
Final Words
References
Index