In my last post, I asked you to tell us all what your thoughts about sharing learning intentions were. All replies were going to be interesting as they reflect the Pedagoo Collective and not just one or two people.
I would love to see some of the recipients writing up a little bit more in a blog post (email firstname.lastname@example.org if you want some help with this!) all views are important and it would seem that, in some context, Balance for the kids can only be achieved by teachers being different.
At the bottom of this post, I have listed as many of the responses as I could fit in. I have not put them in any order, obvious or surreptitious. The views of each respondent reflect what helped Pedagoo win the title “Most Influential” as we are working together to share ideas. Responses came from student teachers right up to Head teachers. I don’t think we got any Head of Education people responding, although it would be great to get as wide an input as possible.
Below is a now diverse and professional cross section of our views regarding the sharing of these. I have kept them to the very end of the post for convenience.
We have all shared our views and thoughts very successfully. One question I want to put across now is this. How do we extend this to pupils with specific learning difficulties? For example, if we ask pupils to write down the LI at the start of the lesson, a dyslexic child may be more upset at this than engaged. I assume that, in this case, we would all hand a print out to the child but your views and experiences in such things is invited.
Does this sharing idea only work for more academic children, for example?
Have you had experiences of where it works perfectly with children who are less interested at schools?
Have you had experience of where it just doesn’t work?
Perhaps you have changed your view, or your practice in this matter. Why?
As before, either a reply to this blog or a tweet to @Pedagoo would be a great way of helping each other learn.
Please take part!
Some of our responses to the use of LI and SC were :
@RosieSheldrake: learning intentions differentiated: to succeed, to excel, g & t kids to write their own excel statement, teacher checks challenge
@scotsbioteacher: Intrigued by #SOLOtaxonomy for LIs. (http://t.co/zliPDqlO) but yet to try it. Considering simplifying language (pre-structural,etc)
@charlainesi: SC and LI – SC to give an outline of learning for the lesson and LI to link the learning skills to the context
@barbaragray58: actually takes quite a bit of skill to create good quality LI and related SC, but powerful if learners are involved!
@ezra1962: Sometimes they can speculate at the outset as to the SC. “I’ll be able to…”.
@RosieSheldrake: sharing learning intentions broken up in content, process and benefits,often front loading lessons writing learning outcomes at end
LI are essential – quite simply learning should be planned. SuCcess criteria arE powerfuL when LearNerS aRe invoLved iN craftInG Them
LI & SC really important yet I started to think that despite the best of (L) intentions the classroom may be more complex – so I have been giving more time to reflection (whilst still using LI & SC) – what did you learn? It often surprised me what the pupils felt the most important / relevant/ engaging, thing about the lesson had been.
Pretty much embedded across the school and pupils now ask if they are not up during regi as they copy them in to planner (Secondary)
2) Usually put up LI and, where possible, they come up with their own SC. Depends on the task though (Secondary Computing)
3) LI for every topic but not every lesson. Done verbally and not for ever lesson. Usually give the kids the week or month view/expectation. (Secondary)
4) Done every lesson but nine times out of ten it is done verbally as I hate the idea of kids copying them off the board. (Secondary Chemistry)
5) I share learning intentions in primary, as a class we discuss the success criteria so we know what need to do to achieve L.I. (Primary)
6) I do at the start of a new unit of work and frequently revisit them to ensure we are on track – not necessarily in every lesson (Secondary)
7) Not at the start of the lesson but at the end where pupils build their own SC. It makes pupils consider what they are doing and why when working on a problem. (Secondary)