just wondering what people thought about the "learning intentions"? I thought it was an ideas similar to the "I Can" statements. What if any differences did you see between learning intentions and I Can statements?
At the end of Chap 4 of the Heritage book is a statement that says: "Success criteria are checks on learning that students can use as they monitor their own learning." Does this mean that "I can" statements are really success criteria?
The idea of starting projects with the endpoint in mind will benefit my classes. Instead of starting a technology lesson by simply going over the "I Can" statement, I could display what excellent, average, and poor work looks like. The class could discuss what makes a good project and reexamine other projects based on the rubric criteria. This should lead to higher quality student work.
Joanne Petty helped me figure this out, so now I can catch up on my blogs. On Chapter 4, it made sense to me that before I decide on learning experiences I must first set learning goals and the success criteria. I like having the student become an active participant in the learning of the criteria. I don't know about you guys, but I feel I work too hard over the information, while the student sits there and lets me hand feed the information to him/her. I have got to get better at making the student work instead of me.
just wondering what people thought about the "learning intentions"? I thought it was an ideas similar to the "I Can" statements. What if any differences did you see between learning intentions and I Can statements?
ReplyDeleteAt the end of Chap 4 of the Heritage book is a statement that says:
ReplyDelete"Success criteria are checks on learning that students can use as they monitor their own learning." Does this mean that "I can" statements are really success criteria?
Cher
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DeleteThe idea of starting projects with the endpoint in mind will benefit my classes. Instead of starting a technology lesson by simply going over the "I Can" statement, I could display what excellent, average, and poor work looks like. The class could discuss what makes a good project and reexamine other projects based on the rubric criteria. This should lead to higher quality student work.
ReplyDeleteHelp me blog
ReplyDeleteJoanne Petty helped me figure this out, so now I can catch up on my blogs. On Chapter 4, it made sense to me that before I decide on learning experiences I must first set learning goals and the success criteria. I like having the student become an active participant in the learning of the criteria. I don't know about you guys, but I feel I work too hard over the information, while the student sits there and lets me hand feed the information to him/her. I have got to get better at making the student work instead of me.
ReplyDelete