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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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I love the idea of having students tell what success looks like before completing a task. If they can articulate what success looks like, I think they will be much more likely to meet that standard.

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How can teachers do this consistently and successfully with every student?

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Give a rubric for the assessment before you give it. What a great idea! Then they understand what success looks like and have an understanding of what we are looking for!

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You need to show students the end goal. They need to know what they should be doing and how they can achieve great work. I love his anology with football and having you play without telling you what to do. I feel like we expect students to know what to do because we the adults know what to do.

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Lingering Question: How would this look in Kindergarten? Because I feel that this idea might not work as well on lower grade-levels as it would with higher grades.

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Key Takeaway: Learning intentions without success criteria is hopeless. We need to focus on what the students are supposed to learn and not what they are supposed to do. Show them up front what an A looks like or what a B looks like. It shouldn't be a secret. When we know what success looks like, you get rid of what doesn't matter.

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The focus in our classrooms should be “What we learn, not what we do.”

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I really like the fact that he focused on the learning intention without success criteria is a hopeless process. Informing students on what success will look like gives them a goal to reach for. Letting students know what an A, B or C looks like before starting allows students to self assess their own learning so that they focus on the standard not the task.

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Lingering Question - Examples of this with younger grades?

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Asking students - "What does success look like?" Get them to self-evaluate.

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It shouldn't be a secret to what success looks like. We want them to feel successful from the beginning not just the a few at the end. I want to know what is expected of me.

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Students should know what success looks like before they start, so they should be given a rubric.

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How do teachers go from students who have been aught how and what to think to allowing them all to set their own learning targets? Especially when so many gaps exist.

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The learning targets should be about what students are supposed to learn, not what they're able to do.

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Lingering Questions: What is an example of what this looks like in a real science classroom?

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Learning intentions without success criteria are hopeless

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I loved the quote "What are students supposed to be learning not what are they doing(task)". Teaching students what they are working towards or that success end goal will help them to be lifelong learners.

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How do I motivate my “high students” to push themselves to be lifelong learners, and/or deal with the times they do struggle? When they do come across an area they struggle, they want to give up.

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Lingering Question: As a Kindergarten teacher how can we begin teaching students to think what success looks like?

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Lingering Question: What is an example of how this should look in a first grade classroom?

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Lingering Question: What do you do about students who just don't seem to care.

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How does this look in 1st grade? How do I help my littles understand that learning is the goal - not just a score on a test?

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How do I make students self-evaluate themselves honestly during class daily so I can be aware of their understanding?

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How do we push productive struggle to a generation that so easily gives up

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Key take away: Show students success criteria up front. It's not always about what they learned at the end of a unit. We have started doing this with writing. It helps students to see not only how much to write but what is included in their writing to make it grade level writing. They feel more success!

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Key Takeaway: Showing the students the end goal. I recall doing something similar when I taught writing in first grade, but I didn't think to apply it to other content areas.

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Key takeaway: I like how he said that we need to shift our focus on what we want them to learn and not so much on what we want them to do. Also, being self-aware in advance of what success looks like for a particular lesson being taught can help you manage a more efficient deliverance of what success looks like to your students and help get rid of the nonsense within the lesson as a whole.

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I love what he said about showing them the goal and what success looks like before beginning. Showing students the goal upfront so they know where we are headed. I love that he said to many children learning looks random until you give it direction.

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Lingering question - How do I get those kids that want it spoon-fed to them to take ownership in their learning?

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Question: How do you show success criteria for reading lessons? It seems a lot more feasible in math and even writing, because they are multifaceted and concrete.

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Question: Examples of showing them success at the beginning

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This is the most important things that teachers can do apart from truly believing that all students can achieve at high levels. This past year we spent time as a district learning about and fine-tuning success criteria on assignments. It was a game changer for me. We discussed it as a class for assignments, and then I added it to the bottom of assignments. The students would self-assess when they finished assignments. They love it, and so do I. It just makes sense.

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Lingering Question: What would this look like for my students?

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We should begin with the end "goal" in mind. Everyone deserves to know what success looks like even before they begin.

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Lingering question: Is this something that we should use for every lesson or only when introducing a new skill? For example, 4th grade writing?

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A lingering question I have is... Why don't we add that to some of the district/state assessments for students to use? I think it would help them be more thoughtful when working through the assessments.

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Take Away Question:

How do I show the students what an A, B, C looks like in AP Calculus before they know how to do the work? I like what he said about letting the students know what it looks like to be successful. Don't let it be a secret!

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Teach students what success looks like. Show them the difference between and A, B, C..... As a teacher, if you know what success looks like them you will get rid of the stuff that doesn't matter.

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How do we do this across all content areas with every single task consistently?

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I need to be more intentional about showing my students the end product BEFORE explicitly teaching a new standard. Making sure my students understand the what, the why, and the how.

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We are always pushed for time so I love that we can look at the end goal and then look back to our lessons and clear or combine some of the non-essential lessons. This end goal strategy will allow for students the opportunity to work on their strategies instead of teaching them step by step how to think.

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Key Take-Away:

Giving students a goal to push toward is not doing the work for them. Providing success criteria places gives students a clearer path to follow toward proficiency. It allows them to have the thought "if I don't land there when I'm finished, I've not quite arrived yet."

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It is important to show the students what success looks like. Show them what an A looks like, etc. It ensures they know what they are working towards. It is also helpful for teachers to reflect on the success criteria because it gives them a clear roadmap for improving their instruction- removing what doesn't matter and highlighting what does.

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Lingering Question:

I would like the state to be provide examples of being successful and what a 1, 2, 3,4 looks like. AP (College Board) does a great job of this for AP teachers, so the state should do the same!

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Students should understand both what they're doing and what they're learning. Clear success criteria and teacher modeling help guide them through the process. Adjust timing and framing to keep students engaged and thinking deeply.

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"Learning intentions without success criteria are hopeless."

Students need to know what they are going to learn - this makes it more personal and allows them to see how the skill applies to their learning. Students need exemplars to understand what their end goal is. While this can require teachers to be more creative when developing the lesson, it also helps refine lessons because the teacher is more likely to get rid of the stuff that doesn't matter. Students can be a part of the process of identifying what a successful product is, as well.

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Which activities/lessons require a discussion of success criteria, and which do not?

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Lingering question -

When showing students the end goal, how long should I allow them to dive into their own strategies, could this be a group activity to motivate deep thinking?

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Take away: It isn't "cheating" or "dumbing it down" to show students their expected end result.

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How would you do this for math without giving away the process of solving the problem?

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A lingering question around student ownership and success criteria is how do I get my students to really and truly care about owning their learning? So many of our students are not told that school is important in their households. They are told the opposite. I do my best when they are with me to show them how important it is to take ownership of their learning, it just isn't being held to a high importance in the home.

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Students should know what success looks like. Students should know what is expected of them and the criteria they will have to meet to be successful.

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Give students a clear target, so they focus on using the strategies learned in the lesson. Hattie mentioned leading students to focus less on what they're "doing" in the lesson, and more on what they're "learning" from the lesson.

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Lingering Question:

What are some strategies that are effective in marrying the worlds of the best practice of gradual release to the necessary concisely communicated success criteria and how can those lead toward assessment?

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Lingering Question: How often should we revisit the success criteria throughout the lesson/unit?

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Question: I usually do this by writing an example essay that includes the pieces I want them to include in their own essay for a particular style (informative, opinion, or narrative), but I answer a different prompt as to keep them from copying pieces of my work. I'm wondering if answering the same prompt as them would be more helpful?

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Key Takeaway: If we want students to succeed, we need them to know what that looks like! They need to know the end goal. That will help them understand why they are doing what they are doing in class, as well as help the teacher cut unnecessary pieces that don't align with "success."

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How do teachers motivate students to want to be successful and not give up when the task seems to hard for them?

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I love that he spoke about showing students what success looks like at the beginning. I think this is something that I often see missing. I know I like to see what is expected of me at the beginning, so I know what I'm working towards. I felt like this was validating, because I usually always start with a think-aloud doing an example for students to see the process.

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When is it most impactful/appropriate to use/show success criteria? Daily learning? Formal assessments?

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How does a teacher manage classroom time, assignments, etc, for those that reach mastery/success sooner (and push them to go beyond), compared to others who we are still working with to meet success?

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I love giving the target and showing it in action to guide the students to where they are going. This reminds me of learning a new board game, we want to know what the goal is and how it looks before playing. Showing the students where we are going and how we are getting there is a great way to push students to success!

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Key Takeaway: Teaching up front to show what success looks like. You have to be creative and use different teaching strategies. Best way is to show them.

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Lingering Question: Should this be implemented throughout the learning process on more complex standards as we progress through? If so how much time should be spent on it?

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When students know what is expected of them from the beginning of the lesson and what it takes to achieve mastery, they are better equipped to be successful.

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I have had a GREAT literacy coach who followed hattie for so long--this has become so engrained in GIVE THEM THE ANSWERS and have them hunt for why it's right. It is a much deeper way of thinking and it takes the pressure off of "I got it, so I'm smart" into "I found 3+ reasons this is correct." My takeaway is keep going in this--research shows deeper learning.

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What is best practice to introduce expectations for learning at the beginning?

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Key take away:

We should not focus so much on what students do, but what they learn. Using a rubric or showing exemplar work would help students to understand what's expected of them. They have a goal to reach.

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I wonder how to get not only more teachers to think this way, but how to get students to work in this mode even if they're under traditional lectures like they will for sure get in a college class down the road. Self-motivated learners is our goal--not compliant repeaters.

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Question: How do you keep students motivated who struggle or refuses to do any work?

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Lingering question:

How often should this be done? Which type activities would require showing the success criteria?

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Clarity is important. I also like how he said it should be about what students LEARN, not about the task itself. Provide models and rubrics whenever possible. We want to be sure we are truly assessing students on if they learned the skill, not how well they understood the question.

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Lingering Question: How can we better support new teachers in this?

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I love the comparison to a sport. If nobody told me the rules or how to score, I would lose interest quickly.

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I have done something like this before in visible learning. I love when kids come up with the Success Criteria and when kids can answer what do I need to do or know to be successful. Then they can look at their own learning and see if they are successful.

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"Focus on what success looks like." This could be models, student work, descriptions, etc. This would be so helpful in those lower grades.

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I'm wondering how to use this in my classroom and on assessments when assessment questions don't always directly align to the success criteria my team creates.

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How do you start where kids are when so many kids are in different places. He said 60% of what a teacher taught, kids already know, but I can't imagine that being true for our struggling students (those students that we try to bridge the gaps for and scaffold). I completely see that true with 1/3 of my class, but not of my middle and lower third.

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I used to struggle with a model of success because it was hard to come up with extra examples of some (science) concepts. I started making my 1st "we do" experience the model of success/anchor chart. AI also is a blessing to come up with another example of some more complex problems to use.

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Giving students a rubric for achievement at the beginning of the assignment shows them what they need to be successful. It's a great idea!

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I was inspired by Hattie's comment that he wants teachers to have the skills to know if students have learned or are parroting. Give them the tools for success, but then KNOW if they are successful. It's the job!

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Does this help motivate students who do not do the work or only do the bare minimum?

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Lingering Question: How do I make this challenging, accessible, and engaging -- every single time? --So that students do take ownership of their own success.

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Not only should the teacher know what success and the learning intentions are but the students should know and understand as well. It is ok to show students what the end results should look like. Engage students in personalized learning.

What am I learning?

Why am I learning it?

How will I know that I learned it?

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How would this look in a phonics intervention K-2?

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A key takeaway from John Hattie’s success criteria video is that students learn best when they clearly understand what success looks like and can measure their own progress toward it.

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One lingering question: How can teachers consistently create success criteria that are both specific enough to guide learning and flexible enough to encourage creativity?

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The teacher knows what student success should look like in the task. Then she/he can focus on that and not what is needed to meet the success. Also he idea that students know what success looks like at the very beginning of the task. I believe this will help the students to stay motivated and do their best work.

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Lingering question: What are some different creative ways for teachers to know if the students "got it or didn't." (besides exit tickets etc)

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Our district requires us to use success criteria, and I thought I had a good understanding of the "why" until I watched this video and he used the analogy of playing rugby without explaining or showing. I firmly believe that exemplars are so critical and I now have an idea of how this fits into my teaching practice. I think John Hattie is amazing!

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Student ownership is so powerful in motivation and retention. How do we foster that in students?

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1. It's key to show students what success looks like before they begin the task.

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Lingering Question: What are some strategies for making sure students are not "parroting" the example, as he said, on the task?

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A key takeaway is having students to tell you what success looks like in education. Every student is not on the same level, so success has a lot of different looks according to the students that we teach.

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Lingering Question: How do we keep kids from just poking and puking educational material on a daily basis?