Contradictory thoughts on Learning Intentions

I am currently reading Embedding Formative Assessment (Wiliam and Leahy) so far has been a really interesting investigation into professional learning in schools. Chapter 3 of this text looks at Strategy 1: Clarifying, Sharing and Understanding Learning Intentions. It provides some great techniques to help teachers in using them which I will go into later but the first section I feel is quite controversial.

In their book they talk about learning intentions being quite difficult. They also suggest that 'apparent straightforwardness of specifying learning intentions and success criteria has led to simplistic and rigid implementation that undermines their effective use.'(William and Leahy) They then go on to discuss how some frameworks for evaluation of teaching practice suggest that to attain the highest level of performance they must begin each lesson with a clear statement of learning outcomes. As a result of this some systems then mandate that every lesson must start with this. He suggests this create a predictable 'culture of compliance'. They suggest that it becomes just a routine for both the teachers and students and no real meaning for it or reference made to it throughout the rest of the learning sequence. This has definitely been the case for me in a different sector than what I am in now. As the students just knew it had to be written down and teachers knew that if it wasn't on the board or in the children's books then they would be spoken to.

They then suggest three reasons why starting every single lesson with a learning outcome is likely to be a bad idea.

First, sometimes you don't always know where the lesson is going. Particularly in the creative arts and where you might want students to respond to poetry. There might therefore not be a single goal for the whole class but a whole horizon of equally acceptable goals (differentiated learning intentions perhaps?).

Second, sometimes telling students where you are going spoils the journey. You may turn a problem solving, inquiry based task into a routine activity.

Third, and they state the most important, starting every lesson with a learning outcome is a recipe for uninspired and uninspiring teaching. They state that sectors that mandate learning outcomes forget that not all students are motivated.

I found this section really interesting. I definitely agree with the first and second point, not sure if the third point really states that learning goals are a bad thing because students are unmotivated - definitely something to consider. They then go on to look at different techniques to assist when learning intentions are appropriate. Which I will elaborate on later. Though definitely found this to be a contradictory opinion to a lot of other research I have read on this issue.