1.	To consider, in the context of pre and post-lesson conferencing, strategies for raising supportive but also probing questions about the extent and depth of pupil learning in a given lesson.
2.	To alert participants to the need to discriminate between the appearance of a 'good lesson' in terms of its presentation, and the issue of whether pupils are actually learning or not.
3.	To consider some of the indicators that may be used when discussing a lesson to help decide, in a preliminary way, whether pupil learning is likely or has actually taken place.
4.	To raise the issue of whether what is learnt in a lesson is educationally worth learning.