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