Description
Book SynopsisThe 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.
Table of ContentsForeword 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
