Unlocking: Learning Intentions: Shifting From Product to Process Across the Disciplines
Shirley Clarke
feb 2021 · Corwin Press
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The expert’s guide to making LISC work for you!
Learning intentions and success criteria can have an enormous positive impact on student learning—you know that, in theory. This practical how-to guide helps turn that theory into practice.
In over twenty years of research, Shirley Clarke has found that the key to understanding, creating, and implementing learning intentions and success criteria is to focus on the process of learning rather than the product, or end result. Here 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
Let the expert do the research for you. With Shirley’s guidance, you’ll discover a simple process that leads to teacher clarity—and student success.
Learning intentions and success criteria can have an enormous positive impact on student learning—you know that, in theory. This practical how-to guide helps turn that theory into practice.
In over twenty years of research, Shirley Clarke has found that the key to understanding, creating, and implementing learning intentions and success criteria is to focus on the process of learning rather than the product, or end result. Here 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
Let the expert do the research for you. With Shirley’s guidance, you’ll discover a simple process that leads to teacher clarity—and student success.
Acerca del autor
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. Shirley’s 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.
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