Learning+Intentions

Constructing Learning Intentions
//Here is an example of something I am currently using with schools when constructing learning intentions with teams of teachers;// **Purpose** · To build content knowledge at each curriculum level and standard · To explore NZC, NZC Reading and Writing Standards and the Literacy Learning Progressions · To support framing AOs and indicators into learning intentions **Process** The process of constructing learning intentions using NZC, The NZC Reading and Writing Standards and The Literacy Learning Progressions can be broken down into the following steps; **Step 1** - Unpack NZC The NZC Reading and Writing Standards and LLP - In order to make sure that all the important messages in each indicator are captured in the learning intentions I think it would be helpful to have a master template with four columns - AOs from NZC, LLP Indicators, Learning Intentions (teacher speak), Ideas for Success Criteria. The reason I recommend that you have a template with all this detail on, is that every time you alter the main message you run the risk of missing something important out. The first two columns (AOs and LLP Indicators are fixed). The remaining columns should be “evolving”. They will be modified based on student needs and teacher content knowledge. The master template also has an extra column added; Evidence for OTJs. It can be helpful to list the types of evidence that may be useful when making an Overall Teacher Judgement.

**Step 2** – Make a decision about what learning intentions you consider will make the most difference to student achievement. These will be the learning intentions you word in “child speak”. They will not be the only learning intentions you use, however they will be the main learning intentions that you share with students and parents. The illustrations in the National Standards also provide valuable clues as to what students should be able to do at each year level. It is pretty simple to turn these statements into learning intentions.

**Key Points** Constructing learning intentions provides a rich opportunity for all teachers to explore NZC, The NZC Reading and Writing Standards and The Literacy Learning Progressions and build on their existing content knowledge. I would strongly recommend that all teachers’ co-construct learning intentions for at least one year level so they can all benefit from the rich learning that results from this task. - "What does the student need to learn in order to move from where they are now to the next year level / curriculum level?” - “What will make the most difference to their progress and achievement?”
 * The starting point is student needs. This is not a checklist.
 * The learning intentions can be added to and modified to meet the needs of the learners.
 * Ideally the wording for the learning intentions should come from the students.
 * Every time you alter the main message (AO and LLP indicators) you run the risk of missing something important out. This sheet helps to keep the big picture messages close to the LIs.
 * Once you have framed learning intentions into “teacher speak” it is a quick activity to frame them into “child speak.”
 * Many of the success criteria could also become learning intentions.
 * Learning intentions may be the same across several levels. The difference can be captured in the success criteria.

Lastly, it is good practice to cross check with NZC, The Reading and Writing Standards and LLP. Reliance on any prepared list of learning intentions is fraught with problems. The starting point has to be student needs as opposed to a list. “What does the student need to move from where they are now to the next year level/’ curriculum level?”