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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:

Understanding and being intentional about success criteria tends to make learning more efficient.

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Lingering question:

I frequently provide my students with rubrics and checklists, and have conversations around them and what they mean for success criteria. However, I still struggle to get them to look at either of those tools let alone use them. So the question becomes, how do you get by-in from high school students to get them to actually use the tools you are providing?

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Key Takeaway:

Giving the students the end goal helps them to understand what they are working toward.

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Key Takeaway:

The best way of showing students success criteria is to show them what it looks like! Start with the end in mind and adjust along the way to ensure all students meet the criteria for success!

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Key Takeaway: We often focus on what students need to do, not what they need to learn. Once we shift that focus, we should see students being more successful

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Key takeaway: Intention and success go hand in hand and modeling what success is, is key for students.

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Key takeaway:

Show students what the end product is. Show them what an A, B, etc. would look like.

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Lingering Question:

How do I get students to go back and check their work to ensure it meets the success criteria? I can start with the end in mind every day, with every unit, but if the students don't also put in the effort, how can I still ensure success?

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Lingering question: Like another poster, my students struggle with using rubrics/checklists. I have been trying to use AI with them to teach them how to utilize those rubrics more successfully. However, how do I then get them to make corrections ethically/honestly? I think this is a real-life problem we are now facing with AI.

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Lingering question:

How do I do this well for different assessments while avoiding students simply copying the product example?

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Key Takeaway: Show students what success looks like upfront. It allows them to know what the expectations are.

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Lingering Question:

In second grade MY

students, especially just learning how to write paragraphs, think ONE and DONE! Their editing time is not there! How can I motivate them to want to make their writing better and not so laborious for them?

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Key Takeaway:

Showing students what success looks like will be a great way to let them self-assess and reach the goal of success.

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Key takeaway: Show them what success looks like, it shouldn't be a quess. I like the analogy about expecting players to play a game they don't know the rules or how to play and you just send them out. We shouldn't do that do our students.

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Key Takeaway: We should create life long learners. It's not about the task, its about the end of the product. We don't value efficiency. As a teacher, we have to develop a different set of strategies. Why not show them the carrot, then dangle it.

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Lingering question: When I am teaching a novel, I often feel like there are so many aspects that I am not covering (different themes, style, etc) because I am so focused on the end goal (writing an essay about ____). How do I help students get to that end goal while also letting them explore the depth of a novel?

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Showing students what the end or success is supposed to look like will help guide them during their learning and help them to know when they have achieved that goal.

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Lingering Question: How do I find the time to do this with 4 different classes? The prep work is often time consuming and I sometimes feel like if I need to work hours after school and weekends to make sure I'm teaching and assessing the best way for students. I struggle with that for sure.

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Key Takeaway: We should be showing students what success looks like up front. We want to motivate them to be lifelong learners.

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Key Takeaway: Show students what success looks like. Sometimes as teachers we get caught up in the process and lessons and we don't show students what the end goal really looks like.

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So, why are we not teaching to the test? That's in a sense what I gathered from the video.

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Key Takeaway:

Students need to see what success looks like so they know what they are striving for. They need to understand that there are steps that they will take to get to the end goal. This helps the teachers and the students keep on track with the learning in the classroom.

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Key takeaway: Giving the students an example of what success looks like, the end goal first. My old school mind thinks, "That's cheating!" But is it really? It's just giving the students clarity on where we are headed.

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Key Takeaway:

Finding alternative methods of teaching lessons and focusing on student success, not if I just taught my standard it's on to the next day.

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Key Takeaway: Knowing the end goal helps students understand what success looks like.

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Question: So, if you want students to take ownership by giving them clear expectations, then how do you make sure or what strategies would be helpful in making sure students are not "parroting" and genuinly meeting the expectations.

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Key Takeaway:

Goal should not be a secret. Students should know exactly where they are headed in every lesson. This is what success looks like.

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Students should know what their learning target is for each lesson and how to achieve it.

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Key Takeaway: At the beginning you can show students what success looks like at each level. They can then have more understanding of the learning target and self assess. Teaches them to be more independent in their learning!

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Lingering Question: How do I ensure my students are not "parroting" when I show them what success looks like...especially in kindergarten?

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Lingering Question:

How do I get my students more focused on the learning rather than, "Is this for a grade?"

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Key Takeaway:

I need to show my students what success is going to look like at every stage of learning, so they understand what steps they need to take to ensure they reach the end goal.

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Key Takeaway: Ask students what success looks like and then give them an example of that at the beginning of the learning process.

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Lingering Question:

Do you give students an example of the math problem with different numbers? If I show them what success looks like while showing my work and reasoning would students not just copy my work?

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Lingering Question: How do we motivate students to reach these success goals? Sometimes students think the end goal is far away.

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Lingering Question:

How does it look to show 3rd graders the answer and request the strategy. I know SOME of my kiddos could do this and would do it correctly. But some of my lower level learners would really struggle with this. How do I make it work for them as well?

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Key Takeaway: Learning intentions without success criteria are ineffective. It’s essential to teach with a clear purpose and lead with the end in mind. I appreciated the emphasis on showing students what success looks like, what it takes to achieve an A. It's not just about telling them what to do, but clearly communicating what they are expected to learn.

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Key Takeaway: The best way for students to meet the success criteria is for teachers to model what that looks like.

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Lingering Question?

How do I approach this strategy and continue with more in depth student learning? How do I motivate students to learn more about a topic, as compared to students accepting the spoon fed result and wanting to move to the next step?

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Lingering Question: It's over whelming trying to fill all the gaps and teach the new content to the rigor that is expected of us. I wonder if showing them the end goal would help the ones with the gaps or make them feel like a failure before we even get started?

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Key Takeaway: After 36 years in education and knowing how much negativity we receive, I'm so excited to see the focus on involving students in their own learning! Showing students what success looks like and helping them build toward that end, is so common sense yet we are just now starting to do this. For so long we have been afraid of teaching toward the test but if we are teaching the standards that are being tested, I think its perfectly okay!

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Lingering Question: How do I keep students from using the example of success as their own? In the past they have wanted to use it with very minor changes or individual thoughts.

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Lingering Question: How do we engage students to want to put forth the effort in their learning to ensure success?

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I still have questions over how to connect the DOK and rigor to each of the 4 ALD's.

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Key Takeaways

I was able to understand the importance of providing visual evidence to the students of what success looks like. I think this is important because as a teacher I do this already with the I do, We do, You do formula, but having a conversation with the students upfront to set expectations with would provide more engagement and awareness in my students.

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It's not hurting anything to show students what the end product looks like at the beginning!

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Key Takeaway: We have to show children what success looks like to help them achieve it. They need to see the end goal to figure out how to get there.

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Lingering Question:

In math, what are the best ways to make the learning process important to them? They can easily google, use calculators, and even programs like Mathway to get the answer. It provides explanation, but the real task is trying to get them to read and comprehend that.

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Key Takeaway: Show students what the end of the task looks like at the front! We use backward planning often, so it makes sense to allow students to do the same.

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Lingering Question: How do you get kindergarten students to understand this? When I model a writing lesson and show them what I expect their writing to resemble, how do I get them to then create their own and not just copy mine? I have had a lot in the past simply copy my exact writing.

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Lingering Question: When modeling the success criteria, how do I ensure the students are thinking and understanding on a deeper level rather that just remembering or "parroting" what I have showed them?

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Lingering Question:

How do I motivate my students to want to learn the strategies instead of just reaching the end goal? Their main focus is getting the work done to get a good grade instead of learning the skills.

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So many students (even the high achieving students) just want to get the right answer and move on. How do we help them see value in the learning process, which in part of their minds looks like failure?

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Key Takeaway: Success criteria is a high impact strategy that we should use daily in our lessons.

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Lingering question: Is there a way to encourage students to go beyond the example when mostly using project based learning (FACS)? Do I show insufficient, sufficient and exemplary examples? What motivates them to do more than sufficient?

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Lingering Question: How do I get my students to not just copy down my answers and actually work the problem. I see this in math. After I show them how to work it and give them time to do it independently, some of my students will do the work, but some will just wait until I go over the answer.

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Key Takeaway: I think as teachers we become so task oriented that we forget what we want students to be able to accomplish by the end of a lesson, or more importantly, the end of a unit. I often times have made the same argument "showing students the success criteria is like cheating or giving students the answer." However, I love his analogy of learning a new sport. My takeaway is that there is nothing wrong with showing students what it takes to be successful at something they are learning. That is where the true learning occurs.

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Takeaway: Students should be shown that they should learn versus showing what they are able to do.

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Lingering Question:

I understand that we are living in a technology heavy world today, but I struggle with having my students not rely on "AI" as much and believing in themselves that they can achieve greatness. How can I steer my students away from "AI" to start trusting themselves?

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Key Takeaway:

Students need to learn not but what they are "supposed to do" but by knowing up front what it looks like to be successful and start their learning from that point.

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Lingering Question: Many students will see the end goal, and forget about the process to get there, so how do we address that? Students are really not into hard work anymore!

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Beginning with the end in mind, so that the expectation is set and students know what is expected of them. Modeling and think alouds is a great way to do this, especially in lower elementary. Use success criteria so that students can have a visual.

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Question: How to incorporate ways for students to measure their own success and get them excited about learning at preschool/kindergarten level?

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Lingering question: Should I give students access to the end of unit test (questions changed) throughout the unit and reference it at the beginning of each lesson? It's teaching to the test, but it ensures students know what they're expected to do.

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Key Takeaway:

The best way of showing students success criteria is showing them what it looks like.

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Lingering Question: The speaker stated that it would take "creative" teaching to know if the students truly knew the material or were "parroting". How do I develop my creative teaching to successfully have students take ownership? How does this creative teacher and student ownership look like in the classroom?

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Lingering Question: John Hattie said that giving students success criteria is a key to building life-long learners. In my math classroom, I instruct students, we usually do some guided practice and then they perform independently. I try to communicate to students that what we do together is ultimately what I want them to be able to do solo. However, very few students recognize that I am setting the stage for the success criteria throughout the lesson, they just have to replicate it. Am I showing success criteria, but lacking the establishment of teaching my students to be a learner themselves? If so, what is the missing piece?

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Lingering Question:
As a second-grade teacher, I’m working with a class where only 3 out of 23 students are currently on grade level. Many lack motivation or interest in learning, and even after explicit instruction, some show little to no engagement or effort. One student recently refused to participate during math intervention, stating he didn’t care, and his mom blamed it on his ADHD diagnosis. I’m struggling to find ways to help my students take ownership of their learning. How do I help students care? How do I encourage them to take ownership of their learning?

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Key Takeaway: The learning process should be transparent to both students and teachers.

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Key takeaway: You have to know AND let the students know what success looks like so they know when they have reached it.

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Lingering Question:

How can students take ownership of their learning by using success criteria to monitor and evaluate their own progress?

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Key Takeaway:

Showing the students what success looks like is critical to forming their understanding of their goals. This also helps avoid students getting by through "parroting," and helps them to truly grasp what their objective is.

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Lingering Question:

What are some strategies for getting students engaged in understanding the goal of the lesson, beyond simply showing or demonstrating for them? I agree that clearly outlining success criteria is incredibly helpful for forming students' understanding, but I'd like to investigate more creative ways of doing so.

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Lingering Question: How to help elementary students take ownership of their learning? I would say about 1/3 to 1/2 of my class wants it spoon fed to them. I am trying to work on them becoming responsible for their work, and ensuring them it's okay to be wrong but it is not okay to not try!

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Lingering Question:

My math curriculum, I am told repeatedly, is for students to struggle with and discover the solutions. I love the idea of giving them what success looks like at the beginning. I have a grade that does not like to struggle and will shut down. How can I give them the solution if they are suppose to discover it? Would they still want/attempt to learn the process if they had the solution already?

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Key Takeaway: Students need to know what success looks like before they start the actual work. This better involves students in their learning and allows them to take ownership over the assignments.

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Key Takeaway:

If you believe that students can self-evaluate, teach them (model) what success looks like upfront.

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Key Takeaway:

It is okay to let the students know the end result at the beginning in order to show them what success looks like.

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Lingering question:

Do you think a study guide would help fast track student success or continue with the progression of the skill until success is obtained?

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Lingering Question: How do we encourage all students, especially those that want things spoon-fed to them, to not only take ownership of their learning, but to also want to be successful? I have several second graders who simply don't care. Many see school as an interruption to their video games and other devices.

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Lingering Question:

How do you model success to students at various learning levels at the same time when a model of success might look different to different students? Will students who believe that success level is unattainable shut down because they feel defeated before they even started?

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Key takeaway: Learning intentions without success criteria is hopeless. The best way to show students what success criteria is, is to show them. This helps the students know what is expected so they can work toward the grade they want. I did not really ever focus intentionally on giving success criteria first, it was just something that I have always done. I'm guessing that it is something I picked up from a veteran teacher many years ago. I did not realize that I was actually doing something that was helping my students be successful.

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Key takeaway:

We need to be creating lifelong learners.

We need to learn how to show students what success looks like in a way that does not just produce parroted responses.

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Lingering question: How do we teach high school students to take ownership of their when they just don't care about anything.

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Lingering question:

How can I show success when it comes to math when most of the questions are apply a form of math and explain how you know it's right?

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Key Takeaway:

Staying focus on all students. Making sure that they know up front what you expect from them as the end goal. Success comes in different ways and sometimes seeing the end task sparks their attention.

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Lingering Question: How do you encourage a student to try? Personally, my grade level is struggling with this question. We have one student who simply does not care about anything at school. We have discussed this with his parents, the principal, and with him. Nothing changes. It is more of a disruption to the other students because they see he doesn't do anything or I have to take time away from instruction to talk to him about how much we want him to care/try. Nothing simply works. #itsadefeatedyear

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Key takeaway: Showing students what the end goal or success criteria looks like, allows them to model their work toward that criteria. This allows students to focus on what they are being expected to learn, not just what they are expected to do.

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Key Takeaway: Show them what the end of the product looks like. Put up success criteria. Teach them up front that is what the end result should look like. Trim the fat, get rid of what is not needed because they already may know that.

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Question: Will there need to be a different success criteria needed for each of the levels of students? (Inclusion, ELL, Dyslexia, SPED, etc.)

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How do we find the time to "show them success" when we are so time constrained in today's world? Where do we find the time and get "buy in" from all teachers?

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Key Takeaway: Student apathy is such a problem in today's school world. We work to show them it's ok to struggle or fail but how often do we actually teach them how to succeed? We give them rubrics or instructions and expect them to know how to be successful. We need to show them.

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Key Takeaway:

With such limited time together in the classroom, eliminating unnecessary things during that time is essential. If you feel that some of those things are still important, find a way to make that a component of the self-directed study out of class time. Maybe like a flipped classroom approach.

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Lingering question:

How do I demonstrate success criteria for my SPED/504 kids while also providing the rigor for the others? It's hard to do it all at once.

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Don't focus on what we are doing today, focus on what we learn from doing it.

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Do we use student examples or do we come up with the examples of success?