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Tearing down the wallpaper: Sharing learning intentions in a meaningful way 

    Resource Type: 
    etf
    PID: 
    etf:3387
    Description: 

    This research considers why 'learning intentions' are frequently shared and displayed, but not utilised, resulting in teachers and learners failing to see their value.

    Document: 
    PDF icon Tearing down the wallpaper –sharing learning intentions in a meaningful way - Poster.pdf
    PDF icon Tearing down the wallpaper –sharing learning intentions in a meaningful way - Report.pdf
    Taxonomy: 
    Practitioner Research and Evidence Hub: 
    Yes
    Principal focus of the project: 

    This paper explores why 'learning intentions' - a core aspect of formative assessment - are often treated as 'tokenistic', and how they could be more meaningfully applied.

    What is this about and what were the main findings: 

    This study investigated whether FE teachers could share learning intentions (LI) in a meaningful way. Using five (L3) learners and three teachers, information was gathered using semi-structured interviews to explore their experiences of an intervention that included learners in a process of sharing LI, co-constructing success criteria (SC), and self-evaluation. Results suggested that the intervention whad been meaningful, with the key being how LI was used, rather than shared. 

    Number of learner participants: 
    0-5
    Number of staff participants: 
    2-5
    Number of organisation participants: 
    1
    Name(s) of authors: 

    Anna Copper

    Name of associate programmes: 

    ETF/sunCETT MA Short Course, Practitioner Research Programme

    PREP Starred: 
    PREP Starred