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Unlocking: Learning Intentions - Book Cover

Unlocking: Learning Intentions

Shifting From Product to Process Across the Disciplines

By: Shirley Clarke

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

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

Price: $39.95

Price: $39.95
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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.


Shirley Clarke photo

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 contains a videostreaming platform of clips of formative assessment in action as well as detailed feedback from her action research teams.

Table of Contents

Table of Contents



     The Background and Lead-Up to This Book

     How This Book Is Organized



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


     Knowing How to Get There

     The Evidence for Learning Intentions and Success Criteria


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


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?


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




     Design Technology


Chapter 13: Whole-School Development

     A Culture for Change

     Support of School Leaders


     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