This year I have been privileged to observe teaching pedagogy by teachers in classrooms in my school in departmental review and appraisal situations. One of the indicators of effective instruction is that each lesson has a clear learning intention stated up front to the students in the class. In many classrooms I visited the learning intention was also written for students. In the flipped classroom situation many students knew this before the lesson had even begun.
I was able to ask some students about why they learning this lesson and was puzzled by what I saw as a gap between students knowing the learning intentions and understanding the purpose of the lesson. This is not an uncommon problem.
After lots of reflection and some reading it appears to me that lesson intentions that focus simply on the skill/s being taught the connections or concepts students need to learn to apply these skills in new settings.
The following piece of research sums it up better than I: