Stripped-back Language
With the technique Stripped-back Language, you make a deliberate effort to keep activities, pedagogies, surplus words and extraneous detail out of the wording of learning intentions, so that the wording is as tightly focused on the learning as possible.
Why use this technique?
The more information that enters students’ working memories, the more they need to process. We want there to be as much free ‘thinking capacity’ in working memory as possible, meaning we need to keep unnecessary (extraneous) information out. Less information should lead to better processing.
Example
Instead of a learning intention reading…
We are learning to use our active listening and teamwork skills to plan and carry out experiments involving pitfall traps to catch insects.
…it instead reads…
We are learning to plan and carry out experiments involving pitfall traps to catch insects.
Focused reflection
How well do you currently use this technique?
Is it a technique you will focus on developing?
If so, what are the key features you will focus on (things to do, and not do)?