SD LISC Part 4 - Developing LISC

The speaker discusses the importance of developing strong learning intentions and success criteria in the classroom. They emphasize the need to deconstruct and co-create these intentions and criteria with students, as well as continually referencing and reinforcing them throughout lessons. The speaker also suggests using various strategies for peer, self, and teacher feedback, such as two stars and a wish or exit slips. They highlight the importance of empowering students to assess their own learning and set their own goals. The speaker concludes by providing steps for applying these strategies to upcoming teaching and learning, including identifying a class and learning sequence, developing learning intentions and success criteria, and evaluating their strength. They also encourage considering indicators of success and determining how to measure them efficiently. Okay, strategic delivery list, we're at part 4, slides 27 to 34. We're looking at developing learning intentions and success criteria and activities 4 and 5. Starting now. Now you have considered what makes effective learning intentions and success criteria. You are going to spend some time planning to put your understanding into practice. While it's important to develop strong learning intentions and success criteria, it is equally important to consider how you bring these into the classroom. There are a few aspects of utilising learning intentions and success criteria that will maximise the impact on student learning, both within the lesson and in developing self-efficacy of students. Firstly, you need to deconstruct, differentiate and co-create the learning intention and success criteria. Deconstruction of the vocabulary in the learning intention with the students and using strategies to embed this vocabulary is vital. Success criteria is best co-constructed with the students so they understand what success looks like. This also allows for differentiation as students are guided to choose what success looks like for them. When we talk about co-constructing, we are not inventing the success criteria on the spot. As teachers, we have planned the success criteria prior to the lesson. However, you will need to unpack and develop this with the students during the explicit teaching and modelled task to build their understanding. This co-construction could be unpacking a good example or comparing a good with a not so good example to develop criteria. Ensure LISC is visible and referenced throughout lessons by continually reiterating and redirecting students to where it is displayed in the classroom. This keeps it in their minds, supports them to use it to strengthen their learning and enables students to answer the question, what am I learning and how will I know when I've got there? Having it displayed on one slide in a deck and then not available to support students during a lesson reduces the impact of the strategy. Think about where you are displaying it so that it's accessible to all students with their diverse learning needs. As a teacher, provide check-in points throughout the lesson. Explicitly direct students back to the learning intention and success criteria at different points of their learning. As you are working with groups, you might notice common errors or misunderstandings. Take the time to say, remember our success criteria we're focusing on? Planned pause points to reflect and provide feedback against the success criteria will support continuous learning. Encourage, plan for and allow for peer, self and teacher feedback against criteria. Embedding strategies in your lesson plans to have students assess themselves or each other will assist students to actively reflect on their own learning. You could use strategies like two stars and a wish, what a good one looks like, exit slips or turn and talk. There are so many strategies that you could be able to assess or access on the departmental, I'm going to start this slide again. Encourage, plan for and allow for peer, self and teacher feedback against the criteria. Embedding strategies in your lesson plans to have students assess themselves or each other will assist students to actively reflect on their own learning. You could use strategies like two stars and a wish, what a good one looks like, exit slips or turn and talk. There are so many other strategies that you are able to access on the department's digital learning selector. Use an assessment tool to empower students. Effective learning intentions and success criteria empower students to engage in their own assessment and understand where they are in their learning journey to set their own learning goals. So we're now going to complete the last two activities of this professional learning. First, you'll spend some time applying what you have learnt today to your upcoming teaching and learning. This high impact strategy can be implemented and or strengthened within your teaching practice immediately. There are three steps to follow to complete this activity. Identify. Identify a class and a learning sequence you are teaching at the beginning of this term. Develop. Using your syllabus, program and plan teaching and learning activities, develop learning intentions and success criteria. Then evaluate. Using the rubric, evaluate the strength of your learning intention and success criteria. Finally, you will consider what success looks like in your own context. I'm going to start again. Finally, you will consider what success looks like in your own context looking forward. There are two questions to answer. The first is what will success look like in our context? Here consider what some of the indicators might be that shows that our implementation of this strategy is successful. You might want to consider consistency and why this is important, the quality of the learning intentions and success criteria, how it's incorporated within your classroom practice and the impact on student learning. The second question, how will you measure success? This question requires you to consider how you will measure the indicators you identified in the first question. How will you get data and feedback from a range of sources in a way that is efficient and timely?