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Students are learning the same skills but at different levels: reminding them of this is beneficial. There is nothing new; it is simply at a higher level. A learning intention at Foundation can be the same at Year 6 and the same at Year 10. How amazing is that?! :)

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We shared that although we were speaking about three different year levels: Foundation, Year 6 and Year 10 we thought that concepts of teaching English were inheritably the same. :) :)

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Sleep deprivation

LI1 - Define partial sleep deprivation etcc

Put each LI on a different slide. Kids colour code each to help identify them.

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LI - Forces are all around us.

LI - Identify whether they are balanced or unbalanced

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Tell them what you are going to tell them ->

Tell them ->

Tell them what you just told them

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As all new classes this semester,

We will begin with routines and expectations for the semester.

We will understand the subject of drama and what it is.

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I can list the elements of the music tool kit.

I will know the outline of our assessment task.

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We discussed the language in learning intentions and depending on which year group, the words 'will understand' could be problematic. "We are learning to...." could be less intimidating for students.

In our group, educators ranged from Year 2-12. We found many similarities in the way we deliver our learning intentions and the way we design lessons (Gradual release model "I do, We do, You do", setting up routines/expectations, delivery of learning intentions etc).

We all agreed that we could improve our bookending of lessons, focussing on how we end lessons (thinking about our success criteria).

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Educators will share learning intentions more regularly with the children, either individually or in small groups.

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Cross Campus Learning Intention Debrief 

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Cross Campus Learning Intention Debrief 

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Learning to be confident in the language of learning intentions, shifting from teacher knowledge of direction to student knowledge of direction.

Linking Learning Intentions across lessons provides stronger connections.

It's ok and important to repeat Learning Intentions.

Simplifying Skills can be difficult with time limits.

Differentiation is important in Learning Intentions.

Success criteria can be very useful for transparency and explicit teaching.

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I will understand what the CBCA shortlisted book awards are.

To understand what the book (Huda and Me-first book) is about and similar books in the HML collection.

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On our table we discussed the various approaches and language choices we used to develop our Learning Intentions. Although different contexts, the language remained similar - the wording often focussed on the students' ability to effectively use a particular skill, word, language concept, or writing technique.

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Well organised talk and workshops.

Everyone uses different language for learning intentions.

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Give students the chance to say their learning intentions with the starting prompts: I can... I know... I have learned...

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Learning intentions can be used throughout the lesson (start/mid/end) as well as throughout the unit.

Learning intentions/success criteria can be useful for revision.

Visual assess to learning intentions (on the whiteboard/OneNote etc) throughout the lesson is important for helping direct student focus.

There's no need to reinvent the wheel - many textbooks and resources already have learning intentions for each chapter/subchapter.

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At Early Learning we can revisit our learning dimensions and potentially reframe them as 'Learning Intentions'. We can also simplify the language we use so that they are age-appropriate and child friendly. This will offer children the opportunity to have more ownership over their learning and support their capacity to be active participants in the journey!

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-To make learning intentions with more child friendly language.

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Student-friendly language is important. It isn't always necessary to write the learning intentions on the board. Whilst useful sometimes, this can be time consuming. But discussing them with students is important, making connections between prior learning, current learning and what students are working towards.

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Different backgrounds (semesterised, new teacher) and cohort is important to tailor within Learning Intentions and be agile with time required dependant on previous (if any) connections to prior learning.

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Great table discussions from a range of different subjects and year levels

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'Stems' for learning intentions can help students gauge where they should be at in terms of their level and skill and knowledge within the unit. i.e. 'I can' is finite and 'we are learning' suggests learning is still in progress. Intentionally using stems is beneficial for student agency.

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Learning intentions:

We shared our experiences with Planning our classes with bookends. Breaking down our classes into relevant learning points, individual learning and then how do we reflect on our learning. It was great to share experiences, ask Greg Naylor about his Hooks :)

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1. LI to be specific not too broad

2. LI to be ambitious but achievable

3. LI to feature key terms, especially new technical words so students understand and retain them (Example understand the use of partitive pronouns)

4. LI to be adjusted to audience

5. LI to link with curriculum and/or upcoming task/ SAC so students understand relevance

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Learning intentions paired with success markers.

Written on a whiteboard and verbalised.

Used as an anchor throughout the lesson.

Refer back to them during reflection during and at the end of a class. Peer feedback-coach students to refer to skills, terminology and intentions, to gauge success.