Learning Intentions

&

Success Criteria

Gina Ferguson

Gina@thecorecollaborative.com

CLARITY

Learning Intentions

• Understand what clarity means in relation to teaching and learning
• Understand why clarity is so important for student growth
• Understand and implement ways in the classroom to facilitate clarity (the how)
• Have a plan for determining the level of clarity my students have in class.

Success Criteria

• I can have a conversation with peers about what clarity means in relation to teaching and learning
• I can relate to teachers, students, and additional stakeholders why clarity is so important for student growth
• I can list several ways to facilitate and implement clarity in the classroom
• I can check-in with students and determine the level of their clarity and give them feedback
• I can collaborate with my PLC to improve clarity within my PLC and for students

WHAT IS STUDENT CLARITY?

Clarity is when students are clear about the purpose of their learning.

-John Hattie

WHAT IS TEACHER CLARITY?

Teachers understand their content, the purpose of the content, and how to deliver instruction at the appropriate rigor and monitor student understanding in order to meet students where they are at and get them to the next level.

Teacher clarity has an effect size of 0.84 (Hattie, 2022).

It is teachers being clear on what they want students to know, and what it looks like when students are successful.

It is purposeful, intentional, and well organized.

• Clarity of organization
• Clarity of explanation
• Clarity of examples & guided practice
• Clarity of assessment of student learning

It all starts with us!

How do we create

CLARITY

For our PLC?

Unpacking Standards

• We need to begin with unpacking the standard(s) as a PLC: this includes developing learning intentions & success criteria
• If we’ve already unpacked the focus standard, we NEED to review it prior to teaching the standard.�
• We need to develop a HOLISTIC rubric that clearly states HOW students will show they are successful (a checklist)�
• We select a task that allows students to show proficiency (and beyond)�
• We (as teacher teams) complete the task and create an exemplar.

We should understand how students will be assessed on summative unit assessments and standardized assessments.

3rd grade RI2 SBA

STAR EXAMPLE 3.RI.2

We need to think about text complexity and how questions are worded and how students are expected to respond (m.c., short answer, extended response)

How do we create

CLARITY

For our STUDENTS?

If we were to ask students,

“What are you learning?”

What responses do we typically get?

TASK RESPONSE

PURPOSE RESPONSE

1. I’m doing these math problems.

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• I’m writing a book report on this book.

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• I’m answering the questions about this text

1. I’m learning how to solve two-step math problems.

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• I’m learning state my opinion on this book and organize my reasons why it is my opinion.

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• I’m learning how to determine the main idea of the text

Formative Assessment Process

Student Facing Learning Progressions

VIDEO

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Examples:

W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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Learning Intention

We are learning how to write a narrative that has details and provides closure.

• My story is in chronological order
• I introduced the reader to my story in the first couple sentences
• I have 3 details that share my events in my story
• I described actions
• thoughts
• feelings
• I have transition words and phrases
• I have a concluding sentence

Learning Intentions and Success Criteria

Math Example

WHY AM I LEARNING THIS:�Linear equations are extremely important because they can be used to model any real world phenomena that involves one variable changing at a constant rate with respect to another variable. They are very useful in modeling, predicting, and analyzing real world applications

Writing Pathways by Lucy Calkins

With your TEAM:

1. Look at your FOCUS standard for your current Unit of Study
2. Look at current work from your students
3. Design a learning intention derived from your standard
1. It can be part of a standard if students aren’t ready for the whole standard
2. Think about task response vs purpose response
4. Create a list of criteria that students can use to show you or a peer that they have shown proficiency for the standard

Co-Constructing Success Criteria

What do you remember about this activity?

TODAY…�I can use different values to create a sphere.

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1. Put the spheres in order in regard to quality.
2. Why did you select this order?

Let’s look at some spheres!

What are the characteristics �of a “high quality” sphere?

• Looked 3 D
• Smooth and clean transitions
• Not shaded dark and not too light
• Shows a shadow
• Shadow is oval shaped
• Lighter where the light is and darker where the light is not shining

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Formative Assessment Process

Source: Amplify Learner Voice through Culturally Responsive and Sustaining Assessment, 2022

Writing Pathways by Lucy Calkins

Feedback Aligned to Success Criteria

Share with your table:

What is ONE thing you can implement today that will increase student clarity in your classroom.

PLAN

for CLARITY!

Lesson Plan Template