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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, then record a key takeaway from the video, then click publish

On a second pop-up, add your name, then record a lingering question around student ownership and success criteria.

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Key takeaway: Students should be able to answer reflection questions after each day's lesson to help understand the what, why and how of what they are learning. Success criteria should be in terms of what students should LEARN, not what they should DO. It's about the what, not the how.

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If I as a teacher do not understand and can not show what success looks like, my teaching is not clear, and I'm not leading students to success.

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Students need to be shown and understand what the success criteria are and what those actually look like.

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Key Takeaway: Teachers need a clear picture of what success looks like so they can help kids see what success looks like for skills.

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How am I going to lead the students that are struggling, or below grade level, to success?

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Lingering question: What is the best way to show various levels of success in math?

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KEY TAKEAWAY: This confirmed so much for me. By knowing what success looks like, a lot of extras go out the window. Class becomes what is necessary and becomes less confusing.

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Key takeaways:

-learning without intentions with out success criteria is hopeless

-what are students suppose to LEARN not DO

-show the students what the end looks like

Lingering questions:

I want them to organically figure things out sometimes through discussions with their classmates. How do you do this without giving it away?

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Key Takeaway: Students need to know what success looks like. It's less about "this is what we are doing today" and more about "this is what we will be learning today"

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Key Takeaway - We need to focus on what students are expected to learn and not what they should do. We need to begin with the end in mind so that they know what they are working toward.

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This is called modeling. Students need to see not only how to get to an answer but they need to see the answer so they know and understand how to get there.

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Key Takeaway: To kids, learning looks random until they know what success looks like.

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Key takeaway: The class should identify success criteria upfront, using work samples and discussions of look fors. That way, students have a target they're working towards. If the teachers have a clear understanding of the success criteria, teaching and learning are precise and intentional.

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Lingering Question: How do I show success to students who are struggling/not motivated, etc. compared to others?

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Key Takeaway: Students need to know what success looks like up front. Success isn't about the task. Success should be about the learning and not the doing.

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Key Takeaway

Teachers and students need to know up front what the success criteria are for what is being taught

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Key takeaway: Success should be shown up front and should not be hidden from the students. Students must know what it looks like when they get there. Clear is kind and unclear is unkind. Students should be able to answer what they are learning, not what they are doing.

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What types of information should be shared with students when showing them the success criteria? Do we describe the skills they need to use to show mastery, or should it also show the content?

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Lingering Question: Is knowing the different learning intentions/success criteria too much for their brains. (Causing overwhelm?)

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Lingering question: How can we properly measure depth of learning when giving the student everything, including the answers, up front.

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LINGERING QUESTION: How can I create more opportunities to show the final product first? How can I be more impactful with incorporating self-evaluation from students?

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Take away: Success should be measured by what students have learned, not what they should be able to do.

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Lingering Question: How do I show end products/results in the library?

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Lingering Question

What does this look like for inquiry lessons in science?

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How do we help students develop the skills to identify success criteria on their own? Also, how can we ensure critical thinking and encourage students to reach beyond the target when identifying success criteria ahead of a task?

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Key Takeaway: Students need to know what success looks like before they start. It's important that they have the whole view of what's going on.

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Key Takeaway: For kids, learning without knowing what success is, is like trying to play a game where you don't know the rules.

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Lingering Question: How do I show what success looks like up front when I have such varying levels of students while maintaining on level expectations?

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Lingering Question: How do I present the final product to the students?

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Lingering Question: What do you do for those students who have a mental block and look at your success criteria and get discouraged?

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Key takeaway: It is not "cheating" to show students what you expect from them upfront. This video also reminded me to look at John Hattie's top 10 most effective teaching strategies. Our building's instructional facilitators mention Hattie's effect size, but I've never done my own research on it until now.

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Key Takeaway: Asking students to succeed without show them what success looks like is like asking them to play a game without telling them the rules or the goal.

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Lingering Question: How do you accurately and appropriately show the endgame without giving away everything? Since some students will take that as "I just have to do this and I'm good"

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Key Takeaway: Students already know 60% of the lesson. It's not cheating to show them their task before teaching.

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Lingering Question: I am having a hard time coming up with the learning intentions and making it too broad in my classroom. How do I know I have a good learning intention that aligns with my success criteria? Sometimes I feel like my learning target board looks way too wordy and is not helpful to my students' learning. I would like guidance in this area.

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Key Takeaways: Have to have both learning intentions AND success criteria to be truly beneficial. Can't focus on what they are doing, but need to make the focus what they are learning. The doing is just the how. So important to show them what success looks like for each standard.

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Lingering Q: How do I differentiate my Q's in class discussions with students on multiple learning levels? What does that look like?

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Learning intentions without success criteria is hopeless. Show students what a 1-2-3 looks like up front. Students should be able to state what they are learning and how they will know if they learned it.

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Lingering questions: What is the best way to do this on a daily basis? Obviously he is talking rubrics or proficiency scales. Do you do that for each and every assignment? When you are doing a summative assessment only? What is best practice?

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Key Takeaway: It is important for students to really understand what they're learning (learning intentions) and how they'll know they've succeeded (success criteria). When both teachers and students are on the same page and can see the learning process clearly, everything becomes smoother and more successful. Basically, making learning visible helps everyone stay focused and achieve better results together.

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Key Takeaway: Hattie reiterated what I have said for years: show students what an exemplar looks like. We want them to know what a good example looks like if we expect them to do well. We model everything else for them (teaching). Why not model or show an example of what we expect from their outputs?

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Takeaway: It isn't about what students are doing (task), but what they're learning-establishing and sharing success criteria with students leads to true learning.

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Students need to be able to tell someone else what they're learning and why it is important. When the students know these things it helps set them up for success.

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How do you show success criteria for reading without giving away the answer? This seems easier to do for math because I can show a problem with the answer and then change the wording and numbers for them to try on their own.

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Lingering question: I would like to see this process modeled in the classroom. What does this look like exactly? What are the dos and don'ts of modeling success criteria for our students?

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Lingering Question: How do I guide ALL students? Showing different levels of success for all is not easy. Especially if they are apathetic. How do I reach them?

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Key Takeaway: Instead of focusing on what students are supposed to DO, focus on what they are supposed to LEARN. Allow students ownership by sharing what they are learning, why they are learning it and how they will know they are successful.

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Lingering Question: How do I wrap up lesson with students ownership of lesson besides end critera to show they have learned the learning target?

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Lingering Question: How do we create success goals that are challenging but doable for everyone?

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Key Takeaway:

If we want students to take ownership of their learning, (self-regulate, self-motivate, self-assess)...we need students to know what success looks like

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What are some ways to show different levels of success in your classroom without giving everything away?

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Key Takeaway: As I watched this video, I kept being reminded of the growth mindset movement and the “begin with the end in mind” strategy. One thing our school has focused on is the “why”. As adults, we want to know the point of the process; students benefit from this knowledge as well.

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KEY TAKEAWAY: This was a very interesting video and one thing that I liked is how he talks about students need to know what "the end result" looks like before they start. We discuss this all the time as teachers. We as teachers need to know what our end result is before we teach and that is what students need in order to be successful as well.

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Lingering question: I want to know how to make visible learning a reality in a kindergarten classroom. Because my students are so little, I often feel like they are parroting me instead of truly understanding concepts like "success criteria" and "learning targets". I would love to see this done well.

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KT: Clear understanding of what success looks like helps teachers to rid of the stuff that doesn't matter, and this is true for students. Show them what success looks like so they can focus on the learning.

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Lingering Question:

difference between true learning and parroting back what I've said.

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Key Takeaway from Video: If a teacher has a clear understanding of what success looks like she is more likely to get rid of the stuff that doesn't matter.

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Key Takeaway: Students need to know what the success criteria is and the learning expectations up front by exposing the students to what success looks like.

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Lingering Question: How much scaffolding is too much? Meaning, if we show them exemplars of the exact thing we are doing, how do we know they grasped it fully? Is this just rote or????

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Key Takeaway: It is important to combine learning intentions with success criteria, model different levels of achievement, and show students the expected end product. Students need to understand what success looks like before they begin.

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Lingering Question: How do I show what success looks like to students with various learning styles?

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Lingering Question: If we’re focusing ourselves and the entire class on a single success criterion, are we teaching students to establish and achieve a linear goal for the average student rather than their individual potential?

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Lingering Question:

Will this result in students having an intrinsic desire to learn?

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Key Takeaway- Students need to know what success looks like from the beginning. It´s about what they will learn, not what they will do.

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Key Takeaway: 3 questions that my students should be able to answer after I have shown them what success looks like-What am I learning, Why am I learning it, and How will I know I learned it. It is not about tasks to do each day but what are they suppose to learn each day.

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Lingering Question: How do I create success criteria that truly allows my 2nd graders to take ownership in it?

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Lingering question: Are there multiple ways to show what success looks like? How could we be more content and grade specific with that idea?

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Lingering question: How can I effectively break down the different levels of understanding and skill in project-based classrooms like art, how I you know if that’s successful what does it look like?

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Lingering Question: I've seen this done in our primary building even in kinder, so I know it can be done at all levels. One things I've been processing is how do we do this in a way that our more emergent/struggling learners can understand and access? I think adding visual supports would be helpful as a starting point...

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KEY TAKEAWAY: Give the students the answer...working backwards...by having the end in mind, you get rid of what doesn't matter.

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LQ: Some learning is inquiry based. How do we show them what success looks like and still keep their curiousity/creativity in tack? Deep understanding vs. parroting? Example: Science standards often give the answers. How do we show them what success looks like without ruining the inquiry?

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LINGERING QUESTION: I am curious if this would work with my students...would it stir up a desire to engage in the process or strategy? Or would they continue to not care...? Of course, this isn't all of the students, but a lot of the students, unfortunately.

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Q. 1 Key Takeaway:

I need to show my students what success looks like. It is not about the tasks they learn, but rather what they learn. I always need to show them what good quality work looks like.

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Q 2 Iwork with special needs students, and would love them to learn and bridge the gaps in defiict areas, but how can I get them to understand the importance of this and buy into it? They are all capable of learning, even though they often think differently.

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Key Takeaway: students are able to meet expectations more efficiently if they know what those expectations are.

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Lingering Question: How do I break down skills in a grade level as low as first? A lot of what I am teaching is fundamental, so it can be difficult to understand what pieces students are missing.

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Teachers and students need to know what the success criteria looks like upfront, so this aids in student success.

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Key Takeaway: As a teacher, I need to show (model) the students what success looks like first. I need to be able to show them what an A or B looks like. Success criteria should be based on what the students learn, not what they do!!!

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KEY TAKEAWAY: Teaching students to self-regulate sets them up to become lifelong learners. We can encourage this by letting students know what success looks like in addition to sharing learning expectations.

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Lingering Question: Other than sharing exemplars and/or rubrics, what are other ways teachers might share success criteria with students?

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Lingering Question: What does this look like? How do I apply this in lower grades, such as first, and to the various learning styles?

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Key Takeaway: The kids struggled with what does success look like, that is what the teacher is there for.

We are there to help the students Succeed and identify how to know.

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Lingering Question: How do you help the students that tune out the lesson and that will not receive the instruction for the whole lesson? Will showing them success at the beginning thwart this?

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Key Takeaway:

If kids don't know what success looks like, they are going into a task blind. This can be very frustrating and discouraging for them. It is like playing a sport that you don't know the rules or the object of the game. Teachers need to be creative in how they are going to know if a student is getting the skill or knowledge that is being assessed and monitored.

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Lingering Question:

How can we show students examples of success without "giving away the answers"?A lot of times teachers feel like the student is just copying the example rather than processing the skill/knowledge on their own.

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Key Takeaway: Some students need to know what it looks like to be successful in order to be successful

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Lingering Question: If we want students to know where we are going with each lesson, how big of a picture should we paint for them?

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Key Takeaway: It is not about the task! I think so many teachers get caught up in the activity or the lesson, thus losing sight of the end goal. We must establish success criteria and show students what success criteria looks like.

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Key takeaway: Success criteria should be about what students will LEARN rather than DO. (It's not what you achieve when you get to the "end")

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Lingering Question: I think the biggest question that so many of us have is how to overcome the time constraints. Luckily, my subject is double-blocked so I see my kids daily for 80 minutes for ELA. But my 8th grade counterparts only see their kids every other day. Also, in the video he also asked, "But what about the other kids?" I think the apathy is a big issue this year that many of us are struggling with. We can model, show success criteria, engage students in success criteria, etc...but the apathy is difficult. Especially in classes with many struggling readers.

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Question: Should there be visuals or a continuum to help students see this?

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Key Takeaway: Kids should know what success looks like before they start-this is important for creating lifelong learners.

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Key takeaway: The scenario of playing a game, but not telling the students how to play, how points are collected, or the rules of the game. Keeping students unclear of expectations is hurtful to their ability to learn.

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Key Takeaway: Always keep the end in mind. It is not about the task, it is about the end product and what we want students to learn, not do. Doing things without success criteria is not very meaningful for students.

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How can we balance between giving students specific success criteria, and also giving them inquiry based activities and projects that allow for lots of freedom and critical thinking? It seems like these two ideas can be at odds with one another at times.

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Lingering Question: What strategies can I use to support younger students in assessing their understanding and achievement of set success criteria?"

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Showing students what they need to achieve can allow them to be successful and reach the outcome.

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-what are student learning instead of what they are doing

-it's not about the task

- show the students what the end product looks like

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Lingering Question: Would you do this with every lesson? Even if it's something similar to what you've done before?