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Hello everybody,
Below are the videos that I was not be able to play during the staff meeting.  I am stepping a little bit out of my comfort zone to have a padlet collaboration.   Please take 20 min to watch the videos either by yourself or with your PLC  and submit a short ( the response may vary from 3 sentences to a full paragraph if needed :-)) response to the reflective questions below.  Please respond before thanksgiving break.

In order to respond you will need to double click on the box.  Please type your grade level before your response (i.e. 5th grade -what resonated with me is...........).  I have seen good examples of feedback and success criteria in classrooms, feel free to share how that is working.  First team to respond will receive 100 grand (a 100 grand bar that is) :-)

"We should do anything to help provide a coat hanger for students to know what  good enough is, what success looks like, how they will know when they get there.  Not showing this is like asking a high jumper to jump the bar but not telling or showing him or her how high the bar is"  John Hattie --- Food for thought-

Have fun - looking forward to your responses!

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  How can we add this strategy to our daily instruction?

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  How can we add this strategy to our daily instruction?

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Second Grade: Success criteria should be modeled and then shared are a whole group with student led feedback. This process takes time to make students conversant with the procedure of checking for success criteria.

Third Grade: Discuss or display the end objective at the beginning of the lesson so the students know when they have been successful.

Kindergarten:  Keep the success criteria short and simple with visuals, so they have an understanding of what they need to do to meet the objective.  Allow time at the end of the lesson for reflection in small groups.

First Grade:  Have the end product model available at the beginning.  Allow discussion time for students to look at each others work.  Teach constructive sentence stems for them to use while talking about each others work.

Fifth Grade:
Show final product then break it down into small steps. Allowing all students to understand the process and how they can apply it to their work.

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What resonated with you from either one of the videos?

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What resonated with you from either one of the videos?

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Second Grade: It is too easy to fall in the habit with direct instruction of progressing simply from one lesson to the next lesson, then having the feeling that success has achieved by merely finishing the unit. On the contrary, a set criteria that will measure success beyond completion of the unit needs to be the primary consideration.

Third Grade: Success is accomplished when you meet the criteria not just reach the end of the lesson/unit.

First Grade:  We need to be specific in the end results.

Kindergarten:  Students need an explicit model of the end product in order for them to be successful.

Fourth Grade:  A shift needs to occur from telling students what they are going to do to telling/showing them what they are going to learn.  A good strategy to helping students be successful is showing them the end result. It's not "cheating" to show what they need to strive to achieve.  We have started this conversation with our Exit Tickets.  We ask the students in advance, what will you need to do to show you are a three or a four with this concept.  It puts the responsibility of learning back on the students.  Many of our students have the "wait and do"  attitude.  This strategy helps the teacher take a step back and let the students take the lead.

Fifth Grade:
Providing examples of what is considered as a success criteria, guides a student in the right direction. In fifth grade, we show students examples of a successful opinion essay. We guide them through the process prior to having them produce their own examples. This helps create a complete picture of what is expected of them, which reduces anxiety when attempting to write and the confidence to know what is needed to reach individual success.

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Thought starters

1. How do the criteria for success help students give targeted feedback to their peers?

2. How does Ms. Ivey make the criteria for success accessible to her young learners?

3. What has Ms. Ivey learned from using criteria for success with her students?

School Details

Longfellow Elementary School
715 Highland Ave
Oak Park IL 60304

Data Provided By:

Teachers

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Targeting Learning with Success Criteria

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Marion Ivey explains how she uses criteria for success with her kindergarten students. She writes the criteria in kid-friendly language and uses images to help her beginning readers understand them. Students use the criteria to give targeted feedback to each other during author's chair.

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John Hattie Learning Intentions & Success Criteria