john hattie comment

I wonder is that necessary for all teachers to have common conceptions of challenge?

Challenge means different things for all people, some sees doing new thing a challenge – new task, some see doing hard things a challenge – a much more difficult thing.

I think this goes back to personal teaching philosophy … to have common conceptions of challenge might not be as important in one teacher as compared to another teacher.


PARTS reflection

What happens to student learning and engagement when learning intentions are used in the classroom

1. what have you found out answering the question

What I have found out is that it is important to be using learning intention at all times during lesson. Not only should we be starting the lesson with learning intention but we should be referring to it at all times during the lesson.


The language of the learning intention is crucial for our students to reflect and articulate their learning. If they are to understand the learning intention then they shall understand what they should be learning about. Furthermore, the understanding of language intention also helps them to articulate their learning.


usually we put a lot of criteria in the lesson and having no more than 3 success criteria is a good indicator of the amount of content we should put in the lesson


For our learners to progress from one learning intention to others, it is also important for our learners to understand the learning intention is to be in sequence.


learning intention shall include concepts that’s already be established with students. While teaching the idea of things like area it should be important to make sure the students to understand that prior

2. What do you see being the next steps??

The next steps should be breaking down the learning intention into success criteria in sequence of steps

We should also be collecting feedback from students making sure the students understand what each step of success criteria would mean.

Having students using language to articulate their learning might also help … instead of saying “I know how to count from 1-10” instead of “we play game counting from 1-10”. That should come prior commencement of activity

concepts to be clarified in the learning intention

Today we learnt about the “how to get to Chinatown”

and the criteria were

a) to know the street area of Chinatown

b) to know the bus number/train line and how much it cost to city from Dandenong

c) to know how to go to Flinders Street station to Chinatown

as we read the learning intention together, year 5/6 children had trouble understanding the concept of “area” as previously we been saying Chinatown is on little bourke st

What I mean is for the children to realise that area of Chinatown is not the whoel little bourke but just the area intersect spring, exhibition, russeel and swanston

It was hard to explain to the children that

Goes to show that the language of learning intention needed to be pitched at understanding of children’s level.

getting from what we did to what we learn

At this stage children still mention “topic choice”, “what we did” instead of “what we learn” and I wonder how can we get there.

Maybe I can give them a list of things at the beginning of next session and ask them to pick something out of a list and see how it goes.

E.g in week 5 we learnt about “what’s on” – special events Chinatown winter market in Melbourne we learn about where the market is, when the market will be

Then next week I can have the following display

– we learnt about how to get to Chinatown from Noblepark, we go by bus Yes/No

– we learnt about a place I would like to go Chinatown, e.g Dynasty yum cha place Yes/No

student self evaluation of learning intention

After putting up learning intention for a while I can safely say that that help the children to know what they are aiming for.

This past few weeks we been doing body parts vocabulary so the learning intention from week 1 till now is in sequence. It was in evident that now we have some children saying “yes, I can say <my head hurt> because I can say <head> in Chinese” so children are well aware of their learning.

I will like to have a week on revision so the children can reflect on their past achievement of learning.

learning intention and criteria … being shown one thing at a time

At the moment my success criteria is structured as “below … at and above the standard”, I am wondering that should we be showing the children limited amount of info at the beginning of lesson??

E.g “below standard criteria” should be explained at the beginning children should all be asked to fulfil the below standard first, demo to other people/teacher then they will be explained to fulfil the “next higher criteria”

Thing is this is all good when we are learning language and there’s a reasonable sequence in continuum (knowing how to say 1-10, 11-20, then 50-100 in Chinese) … that would be applicable now as I am finishing off teaching body parts

Not sure when I am teaching things without logical/chronological sequence … such as knowledge of Asian food though

children figuring out our learning intention

This week I asked the 5/6 students to guess the learning intention from what they have learnt last week and this is what they come up with ….

We are learning to

– about Chinese games

success criteria is …

1. play different varieties of Chinese games

2. how to play Chinese checkers

3. how to play aeroplane chess

4. how to play tangrams

5. the history of numerous Chinese games

well that’s all good for students who know how to articulate their learning but what about the ones who don’t know how to??? Ultimately my goal is to teach all students to be able to articulate their learning

Next week I can ask the 3/4 students how they feel about learning intention

– do they understand the learning intention we are using??

– can you demonstrate the learning??

– can you see the success criteria being in sequence??

evidence collection

How can teacher ability to deliver learning intention and success criteria affect student ability to reflect on their learning??

The evidence I will be collecting will be

– videos of students verbally explaining how they can demonstrate what they have learnt in that session

– videos of myself explaining learning intention

– self assessment (done on their own) of students ticking success criteria being fulfilled versus what they can actually achieve (done in front of other people)

I think it will best if I do 3 separate students for a class instead of whole class as I tried to do that and find some students help others in answering question

refer to the success criteria all the time

I realised that the fact that I have not refer to the learning intention during the session might have a co relation in regards to

So this week I will try referring to the success criteria

e.g how are we learning about …. ???

hands up if you can do this ….. ???

show me how you can do this …. ???


it’s difficult to explain

I realised my ability to explain affect the student learning. The cultural perspective is not easy to break down into sequence, such as why oversea migrant migrate to Australia from China.

My ability to explain the learning intention affect my student ability to understand their learning intention (what they have to learn). Hence, this affect their ability to articulate their learning.

I wonder what are the things I can work on better??