Try as I might - and I have!- I can't find a solution to this. Most of us, I am sure, will admit that there are a fair amount of lessons where after a brief get together with your students and approximation of targets for the lesson, the kids just go away and "get on with it", and this leaves us able to go around the workshop doing one-to-one work with the most needy. I'm wondering though,how to create meaningful learning intentions for this type of lesson if every learner is working in a different direction (in just such a lesson this week, I've had CAD work, secondary prototype modelling, product analysis, research, initial ideas and working on the actual final design all going on a the same time.) I know a casual observer might suggest that I could keep them more together than this, but sometimes it's actually better to let them work independently. I spoke to a teaching and learning expert this week, and he advised that I create a different learning intention for each situation going on in the room....but this seems to me to be more than a little excessive. I am thinking in particular about the impression such a lesson might be making on our clipboard wielding chums. Any ideas/discussion points? After asking around it seems that this issue is felt strongly not only in my subject (Product Design) but also in Textiles, Food technology, Art, Drama, PE and sometimes Music. Many thanks for any ideas you might share.