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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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Each lesson/unit should be started with showing students what success looks like. They should know what the end goal is. Begin with the end in mind.

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He mentioned strategies for not allowing kids to simply parrot you. I would like to know more about those strategies.

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Don't focus on what are we doing today, instead focus on what are we learning today. Show the kids what success looks like for your lesson.

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Students need to know what the learning target is from the beginning. They need to know what they are working toward/aiming for.

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The sports analogy he used to illustrate what student learning should look like was eye opening. Students have to know the end goal beforehand. They can self monitor as they go if they know what the goal is and adjust.

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The students should understand what they are learning and how to be successful. Before students can self assess, they need a target.

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Show the students what success looks like at the end.

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Our focus before teaching should be in determining what our kids need to learn, not what we want them to do. Be able to show your students before the lesson what successful work looks like.

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My key take away from the video is that we should show the students what the success criteria looks like. We need to provide a scaffold to allow them a safety net that they can fall back and see...."oh! this is what it should look like when I'm done!" Projects would be great for this!

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How do I do this in an elementary classroom?

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I love the idea of showing the kids what success looks like. This will help them to see what they are working towards in the end.

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Begin with the end in mind. Ensure that students understand what success looks like from the beginning of the lesson. I begin each lesson by telling the students what they will learn that day.

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For showing what success looks like, do we as teachers create this? Or do we use student exemplars from previous units or years?

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Takeaway: Show students what success looks like.

I also found it interesting that he stated 60% of what's taught is known already.

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As a mathematics teacher of seniors....what is success for them? Just getting that diploma? Or providing them with skills that they will use for the rest of their lives?

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There is nothing wrong with showing students what the end product/task should look like. This is actually a much better approach than having students give up in the middle of the lesson for not understanding or getting confused.

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What would the strategies look like to assess whether students truly understand or if they are just "copying" you.

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Not only is knowing what success looks like before the lesson NOT a secret, but it also helps motivate students to achieve that success.

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When showing what success looks like at the early elementary levels, would you use teacher examples or student examples?

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"What are they supposed to learn, not what are they supposed to do" resonated with me.

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What strategies does he use to relay success criteria to his students? Something other than a learning objective on the board would be great and more useful.

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We(teachers) must show our students what success looks like. Set the expectations. Give them examples of what those higher levels look like to they can strive to get there. They will do the minimum, if we don't show them high expectations.

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How do students measure their own success in a social studies classroom? What does this look like?

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The students need to know what they are learning and why they are learning it. They also need a target or end goal to work towards.

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We must have a clear understanding of what success looks like for students to know what success looks like.

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Question: How do we bring those students along that aren't motivated and just want to go through the motions?

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How can I implement this in my grade-level/content area?

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It's not what we are going to do today. It's what we are going to learn today!

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What other strategies does he use for success criteria for students other than posting and discussing objectives/standards?

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Q2:

What do we do for students who do not have that motivation to learn?

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How do you get those students that don't care to give more? There are always a few who (even if you can build a positive relationship with) will try to give nothing. How do you get those to move to higher levels of thinking/success?

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Does the success criteria look differently for kids with IEP's?

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Question: Understanding mastery can sometimes be a struggle. How do we convey to kids what mastery will look like?

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We have a lot of archery students in our school. I think it would be great to compare the learning target to their target in archery. They need to understand what they are to achieve in order to achieve it.

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Having an inclusion classroom, what are best practices for showing what success/finished product looks like?

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I particularly liked the analogy of the game and what success looks like. If we do not instill within the students what it takes to become successful, they are trying to reach a goal post that keeps moving. They do not know when they have reached the goal.

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It is important for students to know in the beginning what success looks like. There should be no secret about how to be an A student. (A student should not wonder if they will be LUCKY enough to get one.

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A key takeaway is that the students should know what the learning task and steps on how to learn the information.

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How can we scaffold ownership for students who struggle academically or behaviorally, so that they don't feel left behind?

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Is it okay to share with student's what success looks like each unit rather than each lesson.

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1. Students should be shown what success LOOKS like up front. Teachers can give the right answer first (showing them what success looks like). Then students can work on doing the work. We don't want kids to give up. We want to set them up for success.

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Q: Is there a recommended time to refrain from identifying the target for success?

I always spend time going over assessment questions before the ATLAS, explaining what level of scoring that item would receive. I do this frequently throughout the year. Is it a good idea to use this process with each assessment (on a few assessment items) to illustrate what is expected on high-stakes testing? My students really grasp the understanding at which level we are assessing, as well as how they are individually achieving at that level.

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How do we increase the motivation for the students to want to achieve even after given the success goal both beginning and end points?

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How can I teach students to self assess?

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John Hattie said the most profound thing! He said to create lifelong learning in students that self-monitor/regulate, they need a success target! What great common sense! We need to remember this in our classrooms!

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"Show them what success looks like."

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2. How can I teach students to self assess and hold themselves accountable for their own learning? What strategies can I use in my classroom to have students self assess?

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What can success criteria look like? What are the possibilities?

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Showing students what the end result will look like sets students up for success because they can visually see what success looks like.

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Key takeaway: It is not what we are doing BUT what we are learning. It is ok to show our students what an A looks like. We need to learn of different ways to teach them the material.

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Q: Students should know what they are expected to learn and should ask themselves what is their learning objective and be shown an example of the learning expectation. The student should then ask themselves if they have met a desired criteria for learning.

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Should each standard be broken down into smaller criteria success standards ?

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A key takeaway I have is that we should provide students with the success criteria before we even begin the lesson or unit. I show exemplars before the assessment itself, but I never thought about showing it before the teaching occurs.

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"Don't make success a secret."

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Question: What is the balance between showing success criteria and examples and preventing students from simply copying?

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What does success criteria mean? Is it like a rubric or is it more visual. I guess it depends on what we want from the students. Do we want them to come up with what they think the rubric items are or do we want to "Show them". One of the things I always worry about is holding their hands to much with a rubric. I want their understanding of the rubric but sometimes they do not know what that is. If I give them examples will they just reproduce those examples or actually show their understanding.

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Self motivation comes from knowing the success criteria. Students can self regulate if they know what the requirements are to receive an A/B or achieve proficiency.

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Focus on what the student's are learning today, not what they are supposed to be doing. Sounds simple when you type it out.

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How do you motivate students to self asses? motivation seems to be getting harder and harder in this instant gratification world.

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I wonder how much more knowledgeable of content teachers would have to be if students were shown what mastery looks like? How big of an impact will it have on teachers who are struggling with pre-planning and content knowledge? How will we assist the teachers with understanding and mastering this skill?

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Q1 ~ The best way to show a student what success criteria looks like is to show them what they are supposed to learn and not what they are supposed to be doing. Show them the end of the product and what it looks like. This is not cheating.

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Key take away: I relate to the idea that kids should see the expected outcomes, it is what I want when taking on a task.

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Q2 ~ What strategies and tools can I use to move my learning forward? I need to ask myself what success looks like for learning this standard (not the task at hand) and what are some ways I can meet it? I need to know this before asking my students.

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Lingering Questions: Strategies

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Students shouldn't be held accountable for things they cannot know. If they know what the end goal is, they should be easily able to track their own learning and progress. Tracking their own progress helps students develop ownership and encourages them to pursue growth.

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A lingering question I have is how do we do this without eating up loads of time? We are entering the writing phase, and I can provide models, checklists, etc., and show students how and why to use them. Sometimes this causes growth, but often I'm still left with "IDK" from low students. This is despite the presence of scaffolding, frames, videos, and resources etc.

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Students should know their learning target from the very beginning. We want success, so we need to model success for them.

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How to manage this at a first grade level?

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In order to achieve success, students must be understand what success "looks" like. While this is simple, it makes sense. How can we expect anyone to accomplish anything without a goal in mind?

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Studnets need to understand what they are learning and how to sucessfull in that learning.

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What is the best way to show lower elementary students the sucess cirteria without them copying or not being able to be indepentdent?

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There are times where success looks different for students. I understand that students need to know what success looks like and I am not dismissing the fact that it is important. However, I am wondering how we include all students in understanding what success looks like when it could vary in an inclusive classroom. This could potentially diminish the confidence of students who are already feeling defeated. Are the different methods of establishing success criteria with the students?

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Hattie eloquently sums up the importance of working with the end in mind. Without a clear explanation what the end goal is or what it should look like it is very difficult for the students to lean and achieve at high levels.

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Key takeaway: A teacher that has a clear understanding of what success looks like is more likely to communicate that to their students. This in turn allows "invisible learning" to take place up front.

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Key takeaway- showing students the success & then having them learn the paths to get there-life long learning.

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Lingering question- how do we effectively do this and assess our rigor?

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One key take away I had was that in order to create lifelong learners, we need to start each day with what we are learning, not what we are doing.

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Q: What are some strategies to get students who are not motivated to not parrot you?

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Students need to see and hear the success criteria of the assessment. This makes success achieveable.

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Q1: Working with the end in mind. Have to have a clear expectation to achieve that goal.

Q2: What do you do if you don't have buy in from some students?