Powerful+Learning

=__POWERFUL LEARNING 2012__=
 * Learning Intentions and Success Criteria**
 * During 2012 Coaches have been working on developing a template that teachers can use to sequence a unit of work. It is envisioned that the template will assist teachers to detail aspects of the teaching and learning as identified in the Powerful Learning strategy; learning intentions, success criteria, tasks, pace and feedback. We would ask you to download the Sequence Planning Template below, give it a go and give us your feedback. Also listed below are sample Sequence Plans for Maths, French and Science. We thank those teachers for trialing the template and having input into its improvement. As you will see each teacher has varied the way that they use the template; this is something you may also wish to do. Please give us feedback on its usefulness or share the ways that you have been able to sequence the learning that is happening in your class room. Further information can be found at: []**


 * Shhh… the big secret**

As teachers when we are under pressure we usually think first about what we are going to teach and second what we are going to ask students to do. This is what we share with students at the start of a lesson. We lose sight of what we want students to learn from undertaking the tasks we set them and how students will know they have been successful. The use of the phrases //learning intention// and //success criteria// are common place by teachers around the World to share with students what it is they would like them to learn and how they will know they have been a success. As teachers we are often clear about both when we start a lesson but we tend not to share them with our students. Our aim is to have students become more independent learners in our classrooms. We will not achieve this if students don’t know what they are expected to learn or when they have been successful.

Lots of terms have been used over the years to describe learning intentions and success criteria. For example: objectives, outcomes, grade criteria and rubrics The word intention is a softer approach than objective or outcome. It suggests that success might not be achieved every time but the intention is there to be successful. It also allows students to feel like they own the intention rather than being something that has been passed on to them like an objective. The important thing is to use the words that are comfortable for you. Another term that is commonly used with primary and lower high school students is WALT, WILF and TIB. We Are Learning Today (WALT) What I’m Looking For (WILF) This Is Because (TIB)
 * The Jargon**

Don’t think you have to start from scratch. Using your existing curriculum to develop learning intentions is usually straightforward. The trick is to develop your own learning intentions so that they feel comfortable when you are using them with your students. Selecting an area of the curriculum you are comfortable with is a good place to start. Look at the curriculum and work out what already exists with regards learning objectives, outcomes, aims and targets. Use these as a basis for putting together a set of learning intentions and success criteria.
 * Developing Learning Intentions**

Understanding your students is key to finding out the best way to write and intention. How you word the intention will affect the willingness of students to engage. For example:
 * Using appropriate phrasing and tone**
 * Instructions** – ‘Use capital letters when writing sentences’
 * Learning** – ‘I am learning to use capital letters when writing sentences’
 * Goals** – ‘To be able to use capital letters when writing sentences’
 * Affirmations** – ‘I am going to use capitals when writing sentences’
 * Achievements** before the event – ‘I can use capital letters when writing sentences’
 * Extra** **efforts** – ‘I will try harder to use capital letters when writing sentences’

It's important that students understand learning intentions and that they are presented in a format they can engage with. It is important that learning intentions are displayed throughout the lesson and referred to when students ask questions about what they are expected to do. When using technical terms in a learning intention some explanation of them may need to be explained. For example- ‘We are learning to be able to discuss how a poem uses form’ ‘We are learning to work out the circumference and area of a circle’
 * Use Child-speak**

Learning intentions help pupils to focus, not on a task or activity, but on what they will learn from doing it. (Smith I 2007)
 * Emphasise learning rather than doing**



There's a pilot PLT group running this year to explore Powerful Learning in the classroom. We are looking forward to hearing from this group about what they are doing.
At the end of February 2011 - Principals and teachers were invited to attend a Northern Region Conference around the //Powerful Learning Strategy//. This conference was held in Ballarat. Vincent Sicari and Melissa Hughes represented Eltham High School at this conference.

The main objective of the conference was to outline to both Principals and teaching staff the rationale behind the Region's improvement agenda.

Included here is the PowerPoint presentation that was delivered by [|Wayne Craig] and Prof. Geoff Masters on the first day and the PowerPoint delivered by Prof. David Hopkins at the conference.

 

At the end of May a series of Twilight Sessions were run across the Northern Metropolitan Region in an effort to inform more teachers about the improvement agenda outlined at the conference. A number of staff from Eltham High School attended these sessions and received the following handout.



At the same time Prof. David Hopkins visited Eltham High School to meet with 12 teachers in a focus group. The aim of this session was to further outline the objectives of the //Powerful Learning Strategy//. The book //[|Powerful Learning]// was read by the members of this focus group and the Region provided EHS with copies that are available for others who would like to look at the detail surrounding the development of the Strategy.

A working party has been established by the Northern Metropolitan Region to look at how the strategy might be implemented in the secondary context. Practical models, resources and evidence are being developed in order to inform teacher professional learning around the strategy. The focus of this is on improving student outcomes.  Melissa Hughes was invited to be part of this working party and will be looking at practical and measurable ways in which the Powerful Learning Strategy could facilitate improvements in student outcomes across the board.

The working party meets once a month after school at the central office. Information that is being developed and shared in this working party will be shared with staff at staff meetings throughout the term. Eltham High School has been invited to be part of a video resource that is being developed in the Region. If you are interested in being part of this initiative please let one of the coaches know.