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1. Teacher expectations have a role in student success.

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1. Teacher expectations have a role in student success.

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2. When students know what success looks like, they are likely to plan, set goals, and learn how to judge their own progress.

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Great things happen when the goal is clear.

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Doug learned his new skill by practicing that skill in three different environments, formal classes, online forums, and joined a problem solving group

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Doug learned his new skill by practicing that skill in three different environments, formal classes, online forums, and joined a problem solving group

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when students do not know what they are learning, they don't care

teacher clarity has a high effect size of .75.

analyzing success criteria is another way of determining expectations of teacher.

teachers with low expectations talk al ot, teachers with high expectations talk less and assess level of understanding

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Students able to set and monitor individual goals see more success in the lesson

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"In large part, teachers get what they expect; teachers with low expectations are particularly successful at getting what they expect." pg. xv

-Patrick Wong

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When students know what success looks like, they are more likely to plan and predict, set goals, and acquire a stronger sense how to judge their own progress.

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When students don't know what they are learning, and have no idea what they are learning, great things are unlikely to happen. 

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When students don't know what they are learning, and have no idea what they are learning, great things are unlikely to happen. 

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In school, I never knew WHY I was learning anything. I think that growing up, if I knew what I was learning, it would have motivated me to achieve far more than the minimal "passing" levels. The questions "why" is something that I hear from students most frequently and it is so important in their education.

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"In each case, there was a clear set of learning expectations and experiences that are designed to increase his understanding and ability to  actually use the program".

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"In each case, there was a clear set of learning expectations and experiences that are designed to increase his understanding and ability to  actually use the program".

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"When teachers are clear in their expectations and instruction, great things can happen."

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"When learning is organized and intentional, and when the learner knows what he or she is learning, great things can happen."

"But when discussions at a grade-level meeting are focused more on covering a chapter in a textbook rather than the learning outcomes, it is a telltale sign that the standard has been lost."

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planning should be focused on impact  not instruction

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Major part of clarity is understanding how they will need to learn and identifying how they will know that they learned it. 

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Major part of clarity is understanding how they will need to learn and identifying how they will know that they learned it. 

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When students don't care about their learning, and have no idea if they are learning, great things are unlikely to happen.

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Planning!----should be focused on impact NOT on instruction.--in order to do that teachers have to analyze standards and plan meaningful instruction and assessments.

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Planning!----should be focused on impact NOT on instruction.--in order to do that teachers have to analyze standards and plan meaningful instruction and assessments.

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"When learning is organized and intentional, and when the learner knows what he or she is learning, great things can happen."

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Teac

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Planning should be focused on impact, not instruction.

When students don't know what they are learning, they don't care about their learning.

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Teacher expectations have a powerful influence on student achievement

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"Teachers with low expectations tend to talk a lot to students..." (xv)

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"Teachers with low expectations tend to talk a lot to students..." (xv)

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Teachers need to have high expectations of students to ensure achievement with diverse learners. EN

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Collaboration and planning are the key. Along with assessing and knowing where you're going!

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Collaboration and planning are the key. Along with assessing and knowing where you're going!

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"When students know what success looks like, they are more likely to plan and predict, set goals, and acquire a stronger sense of how to judge their own progress."

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Planning should be focused on impact, not on instruction.

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"When students don't know what they are learning, don't care about their learning, and have no idea if they are learning, great things are unlikely to happen"

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Planning should be focused on impact, not on instruction

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Planning should be focused on impact, not on instruction

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When teachers are clear in the expectations and instructions, students learn more.

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When students don't know what they are learning, or don't care about what they're learning, the lesson is not going to be effective.

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When teachers are clear in expectations and instruction students learn more.

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- A major aspect of teacher clarity consists of learning intentions and success criteria.
- When students know what success looks like, they are more likely to plan and judge their own progress.

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When students know what success looks like, they are more likely to plan and predict, set goals, and acquire a stronger sense of how to judge their own progress

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When students know what success looks like, they are more likely to plan and predict, set goals, and acquire a stronger sense of how to judge their own progress

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"teachers have to analyze standards and plan meaningful instruction and assessments"-- Data, calibration, and PLC offer time for this.

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When teachers are clear in the expectations and instruction, students learn more.

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When teachers are clear in the expectations and instruction, students learn more.

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Learning intentions may have multiple success criteria. It is important to understand that there is surface level and deeper levels of learning.
EN

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"assessment that informs both students and teachers" (xv)

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"assessment that informs both students and teachers" (xv)

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When learning is organized and intentional, great things can happen!

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When learning is organized and intentional, great things can happen!

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"teachers in this school can get through to the most difficult students."

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Teachers with low expectations tend to talk a lot, while teachers with high expectations tend to talk less. Sage on the stage vs Guide on the side teaching

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Effect size

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What is the flow of those experiences?

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When students don't know what they are doing, they don't care what they are learning, great things likely won't happen.

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When students don't know what they are doing, they don't care what they are learning, great things likely won't happen.

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-Jennifer Grant

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The best way to improve teacher clarity is to do so in the company of others.

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Letting students know "why" they are learning something in class.

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Letting students know "why" they are learning something in class.

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"Teacher expectations have a powerful influence on student achievement with an effect size of .43"

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Analyzing success criteria is a way of determining  the expectations a teacher has for students. 

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Analyzing success criteria is a way of determining  the expectations a teacher has for students. 

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clear in the expectations and instruction

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clear in the expectations and instruction

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I don't agree with the beginning. I think most learning is achieved during alone time and via trial and error.

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I don't agree with the beginning. I think most learning is achieved during alone time and via trial and error.

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Teacher Clarity has an Effect Size of .75!. This means that the clearer teachers are, the greater the learning that will take place.

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"recognize that they have something to learn and what it look like when they have learned it"

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"When learning is organized and intentional, and when the learner knows what he or she is learning, great things can happen." pg. xiv

-Patrick Wong

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PLC planning effectively
-Jennifer Grant

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-relevant
-accurate
-comprehensible

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Judging their own progress when they know expectations and outcomes.

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How do you effectively differentiate textbook curriculum and student learning?

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When learning is organized and intentional great things can happen !

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When learning is organized and intentional great things can happen !

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Project based learning for assessments?
-Jennifer Grant

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learning intentions, success criteria, meaningful experiences, assessments

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success criteria communicates level of performance

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Focus on impact not on instruction .

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Understanding what students need to learn.

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Organized, intentional, clear set of expectations.

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Can expectations be too high? How can this be measured?

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Can expectations be too high? How can this be measured?

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When students know what success looks like they know what to look 

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When students know what success looks like they know what to look 

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-Identifying milestones
-clear set of learning expectations
-analyze standards
-meaningful instruction & assessments

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Teacher expectations have a powerful influence on student achievement

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Teacher expectations have a powerful influence on student achievement

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What would be an example of planning for impact vs. instruction

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The flow of teacher clarity

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This book intends to increase focus on standards for curriculum, instruction, and assessment— however I am curious how that learning is communicated to students and parents and reflected in grades.

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Is it possible to see an example of a PLC meeting?

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Is it possible to see an example of a PLC meeting?

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Teacher expectations have a powerful influence on student achievement 

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Teacher expectations have a powerful influence on student achievement 

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When setting learning intentions for the younger ages sometimes the standards for a math lesson for example aren't "kid friendly"
Is there a better way to reword the standards so that students can better understand what they will be learning?

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How important it is to break down the standards in order to clarify for students.
-Jennifer Grant

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This framework mirrors a lot of what my previous school/department focused on— Standards-based instruction, assessment, and grading— so I am very excited this process is a priority of this district

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Concepts are nouns; Skills are verbs
An exit ticket is a good assessment tool

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It is important to understand that state standards build off each other. Prior knowledge is the foundation of all learning. As educators it is our responsibility as educators to consider previous learning and future learning.
EN

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It takes teacher collaboration (PLC) to develop lesson plans that provide teacher clarity as well as being clear to your students on what they are learning and the expectations of learning to help students find success.

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How important it is to be clear and intentional on setting learning intentions. Also checking to see if students were successful after a lesson. "How do we know we learned it?"

This year I would like to focus on being more intentional when breaking down standards.

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I learned that I can break  down a standard into verbs and nouns. I also learned the importance of being clear and vocal about learning intentions.

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Today I learned the importance of breaking down a standard. It is important to figure out what skills the students will need in order to achieve that standard.

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Clarity for the students is very important for the students learning, but before that we have to have clarity of the standards for teacher.

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I learned tips on how to break apart the standards and chunk them into concepts and skills.

I would love to have the opportunity to meet with the grade level PLC above and below my grade level to understand how each level is breaking apart their standards to ensure students are receiving the same language across grade levels.

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I learned that it is important to break standards up to help students understand clearly.

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learning intentions and success criteria have a high effect of student success

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learning intentions and success criteria have a high effect of student success

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Clarity positively affects both teacher planning and student understanding of a lesson.

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Breaking down the content can make learning and teaching more clear for students and teachers. Giving students a sense of control in their learning can be empowering and motivating

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I learned that planning has to be very intentional and needs to be focused on allowing students to become owners of their own education.  Students should know why they are learning this and how they can know they have learned it.  What evidence must they present in order to say yes I have learned this or no I need to learn more to fully gain a clear understanding of the material presented.  

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I learned that planning has to be very intentional and needs to be focused on allowing students to become owners of their own education.  Students should know why they are learning this and how they can know they have learned it.  What evidence must they present in order to say yes I have learned this or no I need to learn more to fully gain a clear understanding of the material presented.  

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Standards are built off each other.

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The importance of breaking down the standard in order to truly understand the content you will be learning

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Be more deliberate in discussing learning intentions and model a "professional" example so students know what success looks like.

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How important it is for students to know the objectives, standards, and learning intention that they will be learning each day.

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It's extremely important to clarify what you are teaching to the students. Build standards, concepts, skills, and learning progressions for students to analyze. 

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It's extremely important to clarify what you are teaching to the students. Build standards, concepts, skills, and learning progressions for students to analyze. 

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Importance of clear and intentional learning.

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Importance of clear and intentional learning.