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Learning intentions are written on the board throughout the lesson each day, and are spoken by me at the beginning and end of each lesson.
Students are given a success criteria and a grading rubric with each lesson so they can check their progress and finished product with the learning intention.

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I verbally go over the learning intention at the beginning of a lesson.  I explain why it is important and where we are going to apply the 

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I verbally go over the learning intention at the beginning of a lesson.  I explain why it is important and where we are going to apply the 

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They are verbally said, repeated by the students, written down (in some way like OneNote) and referenced throughout the learning experience. It helps them stay focused and myself on what the learning intention is and the reason why we are doing it.

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The learning intentions are posted the board. We review them at the beginning of the period, right after the warm up.  

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The learning intentions are posted the board. We review them at the beginning of the period, right after the warm up.  

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I tell the students what we will be learning at the beginning of the lesson.

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Following our daily meditation, chosen students read our Essential Question, Learning Goals, and Success Criteria aloud. Then, depending on where we are in the lesson, the specific skilled (success criterion) is highlighted for the day.

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It is shown before the lesson. A exemplar is also displayed. Sometimes they recite it to each other ( think-pair-share).

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It is shown before the lesson. A exemplar is also displayed. Sometimes they recite it to each other ( think-pair-share).

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I write the LI on the white board. Read it to my class. Break it down with the class. Ask students what we are expecting from this LI. Ask if there are any questions. I need to revisit at the end of the lesson more often.

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I write the LI on the white board. Read it to my class. Break it down with the class. Ask students what we are expecting from this LI. Ask if there are any questions. I need to revisit at the end of the lesson more often.

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Ratigan

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I post the learning intention on the board and read it at the beginning of the lesson.  Towards the end of the lesson I have my students help me write the success criteria to meet that learning intention.

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I post the learning intention on the board and read it at the beginning of the lesson.  Towards the end of the lesson I have my students help me write the success criteria to meet that learning intention.

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I go over the learning intention for the day at the beginning of the period and how it relates to daily life. We talk about what we will be learning and how it will be used. We review it again at the end of the lesson. 

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I go over the learning intention for the day at the beginning of the period and how it relates to daily life. We talk about what we will be learning and how it will be used. We review it again at the end of the lesson. 

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depending on the stage of discovery, we sometimes must provide task specific criteria. Some activities use rubrics for self-assessment. Class discussions pivot back to an overarching goal.

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We read as they are written on the board. We describe the process for learning. We review at the end to  describe what we learned and how that happened.

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We read as they are written on the board. We describe the process for learning. We review at the end to  describe what we learned and how that happened.

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I write the learning intention on the board.

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I write the learning intention on the board.

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I read the learning intention at the beginning  on the lesson.

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I put the LI on the board to start the lesson. We discuss as class the relevance as to why we are doing this, then follow up with an introductory example

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I have a daily agenda on the board. We do our agenda together every Monday by me showing them exactly what to write. SC are reviewed several times. Many examples.

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I list the intentions in OneNote, review with the students at the beginning of class, then ask students at the end of the class to rate their understanding of those intentions 1-5 on their exit ticket.

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I write the learning intention on the board.  Kids copy it into their notebook.  I try to refer to it throughout the lesson and come back to it at the end of the lesson.  I want to learn some strategies to help students talk about the learning intention during class.

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I write the learning intention on the board.  Kids copy it into their notebook.  I try to refer to it throughout the lesson and come back to it at the end of the lesson.  I want to learn some strategies to help students talk about the learning intention during class.

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I give very broad intentions and have the students then discover what they need to for the specific task they are asked to perform.  Once that is complete, we debrief and move forward.

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The learning intention is posed as a question at the beginning of the lesson. Students are asked why they think they need to know/learn that skill/concept. My students are responsible for reflecting on what they learned and rating how successful they feel.

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Write it on the board. I always tell them WHY we are doing something- what it means in the "real" world. I need to get better at having them double check that they have learned it at the end.

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We first discuss it, then break it down, usually starting with a visual.  As they start understanding the concept, the visual is eliminated.

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We first discuss it, then break it down, usually starting with a visual.  As they start understanding the concept, the visual is eliminated.

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We verbally discuss the learning intention at the beginning of the period. 

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We verbally discuss the learning intention at the beginning of the period. 

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~~Casey

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I usually post it before a math lesson or discuss the specific standard at hand and why we are learning it. There is always a class discussion about the WHY. Why are we learning about sequence of events or about the causes of the revolution? Then I introduce our activities and task for the lesson.

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They go through each criteria and have them assess .

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I tell the students what the learning intention is for the day, and explain how I expect them to show that they understand what is being taught. I have students repeat back to me what I expect them to be learning

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I tell the students what the learning intention is for the day, and explain how I expect them to show that they understand what is being taught. I have students repeat back to me what I expect them to be learning

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Post it & read it aloud to kids. Then have kids repeat and talk it out at table groups

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I provide visuals with words. I explain each explicitly.

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Sometimes I put them on the board, and the class brainstorms different ways of achieving the intentions.  Other times we discuss the intention(s).  Students write them on a paper or in their binder and check at the end of the lesson--sometimes we go back to the intention on the board and discuss...

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I verbally tell them and they are written on the first page of the lesson in OneNote.

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I write my LI  on the board every lesson and read it to my students at the beginning to help them know what we are going to learn for the day.  At the end of teaching the concept, I go back to the LI and we review where we are (their comfort level) with what we have learned for the day.

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The LI is shown at the beginning of the lesson, printed on the board. When we finish the lesson we go back to the LI and do a fist to five to see if we understand the LI.

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Learning intentions are written on the board. Students use these at the start and end of a lesson to check their progress.

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Learning intentions are written on the board. Students use these at the start and end of a lesson to check their progress.

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At the beginning of a lesson... we talk about the WHY, why are we learning concept A, how will this benefit us, what can we connect it to.  EX:  WHY are we reading A Christmas Carol? TO understand Character Development... not because it is the holiday season. As we progressed through the reading, we constantly go back and review our WHY and how it connects to the specific point we are at in the lesson. I like them to know the WHY and the HOW... and feel comfortable knowing the two are different, but work together.

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I add them in OneNote daily and go over them as I explain the new assignment or activity.
They need to refer to the learning intentions in order to stay on task as well as complete the task correctly.