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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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Takeaway

You need to focus on what students are supposed to learn, not get bogged down in what students are supposed to do.

This is done by showing students what an A and a B looks like. This is just like when we give students the rubric before they start their writing assignment. This ensures that they know what is expected and are set up for success.

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My key takeaway is: Adjust the time frame by letting students know what success looks like up front. It doesn't take away their learning, it helps them be set up to succeed.

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Lingering Question

I fully understand how to show students the expectation for an A with writing and math because it is easy to change the numbers in the question for the kids to be able to answer another one to show mastery, but it would be more difficult with reading comprehension. You would need to use a completely different text than the one you used for the example and that might take up too much class time. I wonder what the best way to implement that would be.

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Takeaway:

Helping students focus on what they are to learn, rather than just what they are to do. Show them what success looks like before they start, and to do that, the teacher needs to have a clear picture of what that success looks like.

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My favorite statements:

What students are supposed to learn, not what they can do.

When kids know what success looks like before they start.

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Takeaway

Show the students what an A looks like! This will help students be able to prove that they are successful.

What are they supposed to learn form this activity/lesson? Creating a target will help everyone focus on what is essential for students to learn.

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Takeaway:

Showing kids what success looks like doesn't take away from the learning.

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Takeaway

"If you're going to be self-motivated, you better have a target"

I have been trying to implement these learning progressions with success criteria for a few years now, and I've never fully understood why they were so important. Listening to Hattie describe how they are motivational pieces for students really changes my viewpoint.

Everyone is working towards a goal - so give one to your students so they can feel motivated to get that work done and achieve it!

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Takeaway

"Learning intentions without success criteria - hopeless." The students have to know what success looks like around what they are learning. It's about what students are supposed to learn not do.

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Takeaway

I loved how he said success criteria is what we are to learn not what we do. Kids need to know what success looks like before they ever begin.

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My lingering question goes around discussions we have a lot during collaboration time. We often discuss how productive struggle is important. I can see the argument being made that showing them success, steals from the productive struggle. I think both can still be accomplished though but my question is how do you do both?

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My key takeaway is knowing that success criteria isn't what the student is suppose to do, but rather what they are suppose to learn. In addition, I've learned the value of showing students what success looks like up front.

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My key takeaway is "that learning intentions without success criteria are hopeless." If I don't show my students how to be successful up front, that aren't really going to learn how to be successful. If I show what success looks like first, my students will focus on that and learn how to get there and be more successful.

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Lingering Question

When do we take the time to get these progressions completed? Some teachers change grade levels/subject areas every couple of years. How can we streamline this process of creation so it doesn't feel so daunting for the teacher?

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Key takeaway:

Having a clear understanding of what success looks like improves the teacher's effectiveness in instruction of a lesson.

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Takeaway:

Show students what success looks like so they know what they're working toward and can figure out how to get there. It's not "cheating" if the students are learning through the process! Loved the analogy of asking someone to play a sport they may have never heard of but not telling them the rules or how to score. (We love Aussie Rules Football at our house.)

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Lingering Question: How do we help change the mindsets of veteran educators who may no like the idea of showing students what success looks like at the start of a task?

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KEY TAKEAWAY:

I give students proficiency scales with success criteria at the beginning of each unit. We go through it and discuss it and so in this I agree with Hattie. However, I do believe in power of discovery. "Just give me the answer" is not always the best approach. Perhaps because I teach literature where interpretation is so valuable, I avoid telling students what is right. My success criteria looks more like skill achievements more than straight-up answers.

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stay on target gif - Bad Books, Good Times

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Found on Google from badbooksgoodtimes.com

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Lingering Question:

How do we show them what success looks like and them not just focus on how to do it? Circles back around to my takeaway of what they are to learn versus what they are to do. How to show them what they success looks like but having them focus on what they are to learn?

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Lingering Question

How can you quickly show mastery of an assignment if the assignment is an essay? We don't want to give them the answers and using another prompt may take a while to go over.

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Takeaway: Be focused on what the students are supposed to learn, not what the students are supposed to know.

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Key Takeaway: Best practices includes providing students, upfront, with exemplary student examples. We need to show them what success looks like before they start.

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Key Takeaway:

Show students what success looks like before the assignment. In order to do this, the teacher needs a clear picture of what each success level looks like. What to learn comes before what they need to do.

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Lingering Question

How do we shift the mindset that it's alright that students move at their own pace and that some can achieve success early on without all the awesome lessons we had planned.

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Key Takeaway -

Show them what success looks like to have LEARNED the skill to get them beyond "I'll just DO what I have to DO until the bell rings."

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Key take away: Focus on what the students learn, not just what they do. I do like to use student work to show the expectations and what a great answer looks like.

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I here by grant you the power to move on to the next unit of study.

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Key Takeaway: Why do I need to be the keeper of knowledge or the one with the magic wand that dubs a student worthy of moving on? How do I empower students to evaluate their own learning and take it to the next level or turn around and describe how they got there to their peers? As a student leaves my class, they should know what they learned know how they learned it.

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Lingering Question:

If 60% of most lessons is something the student already knows, what percentage of instruction should be new information? Is 60% an appropriate amount of "review"? (I would love to see more of this video!)

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Most of my honors kids are motivated and want to know what they can do to be their best. However, in my other classes, many students want to know the minimum to "pass". How can I get them more invested?

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Takeaway--The key takeaway is to adjust the time frame of showing the students what success looks like. Be upfront when showing them this. Do not wait till the end of a lesson. This will help them become better learners

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Lingering Question: How do we convince the students, once they know what success looks like, that the journey getting there is still important? I understand the premise and I agree with it. However, I would like to hear a little more about the process.

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Is it essential to create a model what success looks like at each level of proficiency or does modeling what the mastery of the skill look like sufficient?

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Lingering Question: We have been taught that discovery is learning. Does showing them what success looks like take away from the benefits of discovery?

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Lingering question: Thinking about kinder... How do I assess that students have learned and are not just copying what the success criteria looks like?

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Lingering Question:

How do we encourage teachers to put this into practice? There are some in my building who are set in their ways and they do not appreciate suggestions to change.

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Take away

It's not what the student is supposed to do but what they are supposed to LEARN. We have to show students what success looks like. We need to have a clear understanding of what the students need to be successful before starting, so we can filter through what is not needed.

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Lingering Question

How to convey success criteria to Primary students-- they are very concrete and literal.

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Key Takeaway: I love the idea of "What does a grade look like" Showing the students in the beginning what is expected of them and then letting them succeed. Just like he said when a kid doesn't know they will just give up from the start! So true!!

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Key takeaway: Success shouldn’t be a secret — when students see what the end goal looks like up front, they’re more motivated to reach it and less likely to give up. Teachers need to model success clearly at the start so students aren’t just guessing at the target — they know where they’re going and what it means to get there.

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Lingering Question:

I completely agree with self monitoring and self evaluation, but I struggle with how to motivate the kids that are just there because school is required and they want to socialize with their friends who are also just there (I teach middle school). How do I convince kids that they should care about what success looks like when they don't see it or recognize it as part of their future yet?

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LINGERING QUESTION:

Did Hattie ever address what one should do with the messed-up time frame? It happens a lot that I have students master an objective and I do want them to feel like they can move on, like Hattie mentioned. But the whole "give them more work to challenge them" thing seems unfair, and frankly, more work for me. So how does one allow for early success, Hattie?

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Lingering Question

While I agree that students need to know what success criteria looks like to help them learn, how can I accommodate different success criteria for different students? Sometimes, success isn't a one size fits all, and how do I prevent students from feeling discouraged if their success doesn't look exactly like what ideal success should look like.

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Key Takeaway

Success criteria are the specific indicators that show students and teachers have met the lesson's learning intentions. By sharing success criteria, teachers ensure everyone understands the learning goal and what it looks like when the goal is achieved.

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Lingering Question--How do I change the mindset of the regular education teachers that I work with who may disagree with showing them? How do I make them see that this in not cheating. Also, how do I keep my students from just regurgitating what I show them in different words? I am afraid that some of my students might just try to copy without actually thinking

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Key take away: That showing students what success looks like before the lesson begins actually leads to more student achievement. I also was intrigued by the statistic of 60% what of what is being taught students already know.

Lingering question: What are the best ways to do this?

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Key Takeaway!

RUBRICS! Show the students what an A looks Like!

Provide the learners with outcome and model to them what success looks like!

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Lingering Question: How do I make sure students are truly learning and not just parroting back what I modeled as the ‘correct’ answer? How can I help students move from simply repeating the success criteria back to me, to actually using those criteria to self-assess and guide their own learning?

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It is essential for students to know what success looks like before they start.

"If you as the teacher before you start have a clear understanding what success looks like, you're more likely to get rid of the stuff that doesn't matter.... And you're more likely to tell the kids up front. "

I liked the sports analogy - "...I'm not going to tell you what the rules are, and I'm not going to tell you how to score, but I want you to get out there and play it."

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Lingering Question: I have moved subject areas often in my career. I'm currently only in my second year of working with science standards. Do I even know all the success criteria yet to show students? Am I ready for students to apply their knowledge of key science ideas to new scenarios? Do I have the supplies, the phenomenon? Am I, as the educator, ready for this? Do students have to wait to learn about a science idea because I need to impart it upon them, or am I giving them opportunity to the front load and come to class with the knowledge, only to let it be confirmed at school? How do I then guide them to justify, create, teach that knowledge?

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Lingering Question

How do I effectively co-construct success criteria with my students, especially in a time constrained curriculum?

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Lingering Question:

When creating a rubric of the success criteria for writing, I struggle with the subjectiveness. How can I develop a more concrete rubric for 6th grade writing ?

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Lingering Question: I agree to show my students what success looks like, how to I get them motivated to want to succeed? I teach Special Education and this is where I struggle as does my department, trying to show the students that they can succeed as well as just them wanting to. My students shut down or just give up when they don't think they are succeeding or if it becomes to hard for them. Frustration sets in easily!!

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Lingering Questions:

1. How do I convince admin to allow time for this process in such a way that it is not in addition to other requirements. I am not saying that this is just another thing to do. This is valuable and will actually improve teaching and learning.

2. I also completely agree with Amy's question about convincing students to care what success looks like when they (and their parents) do appreciate the value.

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Key Takeway:

Show the students the Success criteria at the beginning and let them understand what is expected of them. Don't wait until the end to see if they have met the goals. If they see the learning expectations first, then that also helps keep them motivated and focused.

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Lingering Question:

How can I help self-contained students understand success criteria in a way that’s clear and motivating, while still pushing as much independence as possible? Some of my students still need hand over hand support and support reading or prompting most assignments.

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My key takeaway is monitor and adjust. If the students aren't getting it then review a Rubric with them and give the students a Rubric, so they know what to expect instead just throwing them in the rink. This will allow to student to monitor and adjust their own work.

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Lingering Question:

Since, I would love the students to monitor and adjust their work by following a rubric. I wonder what is the easiest guideline to follow as a 2nd grade student trying to make an A on a Math yest?

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Takeaway:

Two quotes in this video really struck me.

1. " If you as a teacher have a clear understanding of what success looks like, you'll get rid of the stuff that doesn't matter."

2. " If you want kids to have self- evaluation skills, you better have a target."

Ultimately, our goal for our students is to create viable members of society. By providing them with skills that transfer beyond the classroom, we will hopefully, achieve this goal. Showing students what success looks like allows them the critical thinking skills to have agency in their learning.

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Questions: How do we keep ourselves as teachers from getting bogged down in the task? How can we convince reluctant teachers/ admin to allow us the freedom to let students move at the pace they are ready for, if they already know 60% of the information? ;) He mentioned Shirley Clarke and her work. I would like to further explore her research and publications.

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Key Takeaway

Introduce what success looks like up front with the students. Show them examples of what the end will look like, and develop the strategies or steps to achieve this success along the way in your lessons.

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At the end of the video, he talks about the teaching strategies he wants teachers to have so that we can as teachers can more creative about thinking different ways for students to demonstrate understanding. Is one of those more creative teaching strategies the development of quality assessments? What are the other teaching strategies he would like teachers to have?