Revisiting Learning Intentions


We started with pre-reading: Clarity: Pages 123-132. Staff then viewed the live model and explanation of the game, known as a 'Spot of Tennis.' Staff were asked to participate in a singles game for 3 mins. This is where on a piece of paper they shared one sentence of a 'key' learning from the chapter, then passed it to their partner to add to. The paper and journalling go back and forth between players until the time is up. 

Staff were then asked to complete a Doubles game for 3 minutes. This is where partners combine and orally tell another partnership 'key' learnings from the chapter. Staff were encouraged to self-reflect at the conclusion of the game and consider: Where could they use this strategy in their own classroom practice?

Staff then read through the continuum of Learning Intentions and Success Criteria and were asked to place themselves (by standing and moving) to where they believe they are on the wall (self-reflect and assess). 

Staff then talked to someone near them about how they were feeling about this. Staff were asked to replace themselves based on where they were at the end of Term 4 last year. Again, staff were asked to consider why they placed themselves where they did. Finally, staff were asked to think about where to next for themselves and their new teams?




Sitting in groups. Staff were asked to view the Bump It Up wall of Learning Intentions and put in order. They were required to make comments on each: Stars: What are the positives? Stairs: What is it missing that it needs to move to the next level? After teams had completed theirs, they were instructed to go on a Gallery walk and observe what other teams had recorded.











Key learnings and takeaways:
- The learning intention came from the syllabus
- Learning intentions are de-constructed with the students so that the vocabulary is known and can be articulated by students.
- Worded in student-friendly language
- 'So that' needs to be considered - so students can articulate and understand the wat and the why.
- The learning intention needed to be displayed and not just on a Google slide.
- That our focus is in Writing, even though there are opportunities for other examples across other KLAs.

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