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Unlocking Learning Intentions and Success Criteria
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Unlocking Learning Intentions and Success Criteria
Shifting From Product to Process Across the Disciplines



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.

 
Foreword
 
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

Free resources

Chapter 2: Learning, Not Doing

Chapter 2: Learning, Not Doing

Chapter 2 explains how to create clarity in your learning intentions.

 

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Foreword

Foreword

This foreword, written by John Hattie, explains why a book dedicated to LISC is so important.

 

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ISBN: 9781544399683
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