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Unlocking: Learning Intentions: Shifting From Product to Process Across the Disciplines [Minkštas viršelis]

4.12/5 (16 ratings by Goodreads)
(Shirley Clarke Education LLC)
  • Formatas: Paperback / softback, 176 pages, aukštis x plotis: 254x177 mm, weight: 350 g
  • Serija: Corwin Teaching Essentials
  • Išleidimo metai: 13-May-2021
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1544399685
  • ISBN-13: 9781544399683
Kitos knygos pagal šią temą:
Unlocking: Learning Intentions: Shifting From Product to Process Across the DisciplinesDidesnis paveikslėlis
  • Formatas: Paperback / softback, 176 pages, aukštis x plotis: 254x177 mm, weight: 350 g
  • Serija: Corwin Teaching Essentials
  • Išleidimo metai: 13-May-2021
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1544399685
  • ISBN-13: 9781544399683
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781544399683.html
Raktažodžiai:

The expert’s guide to making LISC work for you!

In over twenty years of research, Shirley Clarke has found that the key to understanding, creating, and implementing LISC is to focus on the process of learning rather than the product, or end result. In this practical guide, 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

Foreword xi
John Hattie
Preface xv
The Background and Lead-Up to This Book xv
How This Book Is Organized xvii
Acknowledgments xix
About the Author xxi
PART I SETTING THE SCENE
1(22)
Chapter 1 Summary of the Key Messages
3(10)
Why the Move From Product to Process?
3(2)
What We Know About Learning Intentions and Success Criteria
5(8)
Learning Intentions Are Derived From Broad Statements, or Multifaceted Statements, Which Are Meant to Be End-of-Year or Key Stage Outcomes
5(1)
Learning Intentions Can Be Composed of Skills on Their Own, Knowledge on Its Own, or Both---Knowledge Applied via a Decontextualized Skill That Can Then Be Transferred to Any Context
5(1)
Applied Skills Must Be Decontextualized
6(1)
There Must Be an Equal Status Between Skills and Knowledge
7(1)
Learning Intentions at the Secondary Level Can Become Knowledge Heavy
8(1)
Students Need to Co-Construct Success Criteria to Take Ownership of Them and Understand Them
9(1)
Analyzing Anonymous Examples of Excellence Is Key to Developing Students' Understanding of Not Just What to Do but How to Do It Well
9(4)
Chapter 2 Learning, Not Doing: The Evidence
13(10)
Clarity
13(2)
Knowing How to Get There
15(2)
The Evidence for Learning Intentions and Success Criteria
17(6)
Visible Learning Findings
17(1)
Formative Assessment
17(1)
Mastery and Performance Goals
18(1)
The Process of Learning
19(4)
PART II LEARNING INTENTIONS: A CLOSER LOOK
23(30)
Chapter 3 Planning the Learning
25(20)
The Big Picture
25(6)
Organizing Students' Learning and Application of Skills and Knowledge
25(2)
Coverage
27(1)
Planning Examples
28(3)
Planning Flexibility
31(1)
Knowledge and Skills
31(8)
It's All Knowledge
31(1)
Learning the Knowledge
32(3)
Breaking Down the Skills
35(1)
Decontextualizing Transferable Skills
35(2)
Bringing Skills and Knowledge Together
37(2)
The Differences in Planning for Primary and Secondary
39(1)
Getting the Wording Right
39(6)
Start Big, Then Refine
39(2)
What Do I Really Want Them to Learn for This Lesson?
41(4)
Chapter 4 Sharing Learning Intentions With the Students
45(8)
In-Lesson Organization
45(3)
Timing
45(1)
Should All Students Have the Same Learning Intention?
46(1)
Writing Down the Learning Intention
47(1)
Asking or Telling Students Why We Are Learning This
47(1)
In-Lesson Feedback and Evaluation
48(1)
On-the-Move Feedback
48(1)
Using the Learning Intentions for Self-Evaluation and Whole-Class Evaluation
48(1)
The Impact of Sharing and Clarifying Learning Intentions
49(4)
PART III SUCCESS CRITERIA: A CLOSER LOOK
53(32)
Chapter 5 Process Success Criteria: A Framework for Learning and Self-Regulation
55(8)
Defining Process Success Criteria
55(1)
Planning Process Success Criteria for Skills
56(1)
Writing Learning Intentions and the Implications for Their Success Criteria
57(2)
Include Knowledge Key Points Alongside Skill Success Criteria
59(1)
Everlasting Learning Intentions
60(3)
Chapter 6 Co-Constructing Success Criteria
63(16)
Why Take the Time to Co-Construct?
63(1)
Strategies for Whole-Class Co-Construction
64(9)
Strategy 1 Analyze Excellent Products
64(1)
Strategy 2 Compare a Good and Bad Example With the Whole Class
65(3)
Strategy 3 Demonstrate the Steps at the Front of the Room
68(1)
Strategy 4 Demonstrate How Not to Do Something at the Front of the Room (Play the Fool)
69(1)
Strategy 5 Finding the Mistake
70(1)
Strategy 6 Mixing Up the Success Criteria
71(1)
Strategy 7 Eavesdropping
72(1)
Examples of Co-Constructed Success Criteria Across All Ages and Subjects
73(2)
What Happens to the Co-Constructed Success Criteria?
75(1)
The Impact of Co-Constructed Process Success Criteria
76(3)
Chapter 7 Planning a Lesson
79(6)
Follow the Path for Skills, Knowledge, or Both
81(1)
How Do Learning Intentions and Success Criteria Work in the Flow of a Lesson?
82(3)
PART IV DIFFERENCES BETWEEN SUBJECTS
85(38)
Chapter 8 Literacy: Writing
87(14)
Planning Graphic for Writing
87(2)
Skills---Open or Closed
89(1)
Examples of Literacy Skills With Knowledge Links
90(3)
Breaking Down Success Criteria for Closer Focus
93(1)
The Critical Issue of Quality and Knowing What Good Examples Look Like
93(1)
Comparing Good and Poor Examples
94(2)
How to Compare and Analyze Contrasting Examples of the Previous Class's Writing
96(5)
Chapter 9 Mathematics
101(10)
Planning Graphic
101(1)
Examples of Lesson-Based Skill Learning Intentions and Process Success Criteria
102(3)
Intervention When Students Need More Support
105(1)
Worked Examples and the Use of Success Criteria
105(2)
Don't Have Too Many Criteria!
107(1)
Incorporating Decision-Making
107(1)
Students Create Their Own Success Criteria
107(1)
From Specific Skill Teaching to Application Problem-Solving
108(3)
Chapter 10 Science
111(6)
The Planning Graphic
111(1)
From Primary to Secondary
111(1)
Giving the Game Away
112(1)
Examples of Science Learning Intentions and Success Criteria
113(4)
Chapter 11 History and Geography
117(2)
History Examples
117(1)
Geography Examples
118(1)
Chapter 12 Examples From Other Subjects
119(4)
Art
119(1)
The Planning Graphic
119(1)
Music
120(1)
Drama
121(1)
Design Technology
121(2)
PART V IMPLEMENTATION
123(18)
Chapter 13 Whole-School Development
125(8)
A Culture for Change
125(1)
Support of School Leaders
126(1)
Who Starts?
126(1)
Time Between Trialing
126(1)
Resourcing
127(1)
Staff Meetings
127(2)
Timescale: What Should We Do First, Next, and So On?
129(1)
Whole-School Success
130(3)
Chapter 14 Teachers' Anecdotes About Implementing These Strategies
133(8)
Anecdotes From Teachers in Learning Teams From 2017 Through 2020 ...
133(8)
Final Words 141(2)
References 143(2)
Index 145
SHIRLEY CLARKE (M.ED., HON.DOC) is a world expert in formative assessment, specializing in the practical application of its principles. Many thousands of teachers have worked with Shirley or read her books and, through them, the practice of formative assessment is continually evolving, developing and helping to transform students achievements.



Shirleys latest publications are Visible Learning Feedback with John Hattie and Thinking Classrooms with Katherine Muncaster Her website www.shirleyclarke-education.org contains a videostreaming platform of clips of formative assessment in action as well as detailed feedback from her action research teams.