Split Screen Approach

Learning intentions set the focus for what we intend our learners to discover and learn. They make Purpose explicit and, when phrased as a question, invite active investigation. Learners are more likely to be successful when ‘the what’ of learning is clear.

A split-screen approach to learning intentions gives equal focus to ‘the how’ of learning. Learners are consciously engaged in discussions about how they act and what they say, do and think whilst undertaking a learning activity. A split screen approach positions the development of 21st Century Skills alongside a content focus, asking learners to notice the behaviors that help them to learn well.

When we harness the split-screen approach to learning intentions, we intentionally involve learners in investigating how they learn. Powerful skills and dispositions for learning are noticed, named, modeled, and practiced. A split screen approach to learning intentions positions learners to make connections between learning purpose and learning process, harnessing a Deeper Learning experience.

Using the split screen approach to learning intentions affects lesson design. In order to develop skills and dispositions, learners need to be provided with authentic opportunities to practice. Educators must consciously design lessons that allow learners to consciously practice and develop confidence, communication skills, curiosity, creativity, craftsmanship, commitment and collaboration skills.

The residuals of education should be skills that support us as lifelong learners. 21st Century skills and dispositions are what children really need to learn. It is these skills that truly support learners to thrive in the world beyond school.

In a world where the greatest certainty is change, skills and dispositions that prepare learners for anything would certainly be powerful lifelong assets.