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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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Success criteria AND learning go hand in hand. We can't have one without the other.

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Knowing what success looks like at the beginning, can help us get rid of the things that don't matter.

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Show students what each grade or level looks like, it gives them an idea of what they are working towards. Work with purpose.

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Guidance is needed in order to achieve success. Students need to know where to go.

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Learning looks random for a lot of kids. How do I connect the dots to mastering the skill for them?

It's ok to get rid of the stuff that doesn't matter. I need to work on the fluff.

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How can I make sure students really understand the success criteria instead of just repeating them back?

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Knowing what success looks like can help us get there without too much struggle. We just have to make sure to teach different strategies to get to that end/success.

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What students are supposed to learn not what they are supposed to do. Showing the students what success criteria looks like from the beginning.

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We must show our students what success looks like so they can be successful in what they are trying to accomplish.

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If the students know what success looks like, how do I know that they are actually trying and learning?

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I get that we want students to take ownership of their learning. It also makes sense to show them what success looks like to begin with but i'm not sure how that process works. How do you do this in a classroom? I can show them the standard or the ALD and write an objective but is it a model at that point? I show previous assignments of kids who have been in my class. Does that count and showing success criteria?

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Key Takeaway-

Success criteria is crucial for student growth. Students and the teacher need success criteria from the start. Clear is Kind!

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How can I make sure my students are meeting this success criteria; they know what it looks like, so how do I know they actually understand what I am teaching?

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They make the learning visible and measurable by clarifying the steps, skills, or qualities students need to demonstrate.

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How can I make my students accept accountability for their learning and then take ownership?

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Key Takeaway,

Go ahead and let the students know what the end goal looks like. They need to know what success looks like in the beginning

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Key takeaway: Not showing students what success looks like in the front end sets them up for failure. They need to see the success criteria first in order to be successful themselves.

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Builds confidence by showing what good work looks like.

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The key takeaway for me was that I need to show my students what success looks like at the beginning then become creative in the ways I measure their success

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How do you build accountability with students? What things do you need in place in order to truly embrace student's creating success criteria?

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Key takeaway: Students need to be aware of what the success criteria is in order to be successful especially with self-assessment.

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Teacher with clear understanding of the criteria will get rid of all unnecessary information before the lesson starts.

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Probably the best 5 minutes I have spent watching a video. Tell the kids....they will rise to the challenge if they up front what they are supposed to do.

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How to scaffold lessons so that students have the basic knowledge to continue learning the new concepts. Math builds and I am struggleling with students enrolling in upperlevel courses without having a good foundation.

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To show students what success looks like at the beginning, helps them reach that goal. If I know the end goal of what I am trying to achieve it makes the process so much easier! I have started doing this in my classroom this year. Showing students examples of success has been huge for them and for me. I now have a clearer picture of how to help them get to the goal.

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Lingering question: How do I know my students have truly learned it & are not just copying my example?

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How will students know what success looks like, and how will I know they've achieved it?

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Question:

1. What are some different ways we can do this for different levels of students and the varieties of lessons/subjects taught?

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He talks about how we should construct what our students are supposed to be learning and not just what they are doing. It makes me reflect on how many times I have introduced an assignment but not given enough details about how this assignment will help them learn _____. Also modeling what success will look like for my students.

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Q1: Knowing what success looks like gets rid of what does not matter and learning looks different to everyone.

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Show the students what success looks like. whether its an A, B, C, D, F or 4, 3. 2, 1. Students need to see what success will look like.

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Both teachers and students benefit from knowing what success looks like from the very beginning. Clarity creates confidence!

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We can get rid of unnecessary stuff if we know what success looks like. :)

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The lingering question I have about student ownership is what does student ownership look like at the high school level using all the tools that we have learned? Also what ways would be best at high school to have students take ownership?

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Key takeaway

Let students know the goal and let them work toward it. Showing them what success looks like, allowing us to handle any issues.

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Teaching the children upfront what success looks like.

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Question: How do I ensure that my students actually care about success over grades? Because so many of them care more about getting good grades than they do about learning the skills and information.

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Key Takeaway- Students need to know what success looks like before starting the assignment/assessment. If not, we set them up for failure.

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Students don't just need to know the "I can" statement of the day; they also need to know why they are learning that.

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Q1

While letting students know what success is, how do we differentiate it for those of different needs?

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How will I know when my inclusion kids, have complete success criteria at the level they are at?

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This is a tough one. I think ownership starts in kinder before it can make it to highschool. I think if we can help students understand this is the expectation and how to meet it at 5 years old, by 18 years old, they will rise to the occasion. Having my 3rd graders take ownership is hard because I am having to undo years of just occupying a seat.......

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This took me some time to incorporate and create success criteria. Right now I am only doing it for 2 essential standards per unit. Should I be doing it with every standard? That just seems like a lot for kids to focus on.

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Does "student ownership" mean being able to answer those 3 questions, or should students actually have ownership in creating the criteria?

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Students should be aware of what success looks like before they start their learning.

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My key take-away is the importance of being more transparent with my students on what our learning target is and how to show them what success looks like without just giving them the answers to the assessment.

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As a mentor to a novice teacher who wants to do the fluff and keep the unimportant stuff, how do I get them to understand that the fluff is not important?

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Q2 - What can I do to make my students understand that most all of their education is building blocks to future learning, they have to learn to basics to be able to move on. How do I get them to know that they need to be learning rather than just trying to pass?

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Lingering question: What are the best ways to help younger students (2nd graders) take responsibility for their learning?

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Key takeaway:

Learning intentions without success criteria are hopeless!

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Success criteria is what students are supposed to learn, not what they are supposed to do. Let them know up front what success looks like. Give them the answer!

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What is the statistics on students success when using Haitti's method?

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Success Criteria - What students are supposed to learn NOT what students are supposed to do

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My question is how to best give students ownership while scaffolding learning for the many who are below grade level. I don't want the success criteria to overwhelm them before they start.

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Lingering question:

When determining success criteria, does it look the same for every student in the class, regardless of their abilities?

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To know what the destination looks like, where the roadmap leads, is not a shortcut but a grounding opportunity for students, particularly those who feel anxious about the lesson.

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My question is simple. When a student masters the skill earlier than planned, what do we have them do until we move on with the class? I've tried enrichment activities, attempted to help them progress to a level 4 on the rubric, and even tried to get them to read a book of their choice. All of which did not work. They saw each as busy work instead of learning. How do we get them to "buy in" to the process?

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How do I best teach students to take ownership of their success in my class? What are the best ways to teach students K-4 to take responsibility for their learning?

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Key Takeaway: Showing students what success looks like is not 'cheating.' Having a clear learning target that students can see will provide validity to your instruction that will help them meet their learning goals.

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Having students know what the success looks like set them up to be successful. Let them know that they have been given the cheat sheet, use it!

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What are some techniques for students to take ownership of their learning?

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Q2: How do I begin this process to make it meaningful to third graders? First steps?

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Students have a lot of freedom of choice in the art room. How can I give explicit, uniform learning targets so they are taking ownership in the right direction?

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Lingering Question: How can I ensure that success criteria support diverse learners in taking ownership of their growth?”

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Success criteria means to make learning visible to give students a clear understanding of what they need to accomplish and an understanding of what success looks like. This will hopefully empower them to take control of their own progress and learning and to develop goals.

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Is it ok to show 'what success' looks like if it may take them several lessons to provide evidence of success?

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Q2. How do I tailor success for every student? They are not all on the same level, so how do I make sure that they understand that and keep track of that?

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Success criteria needs to be SEEN by students. I can’t play a sport by just knowing the name of the game, I need to know the rules and see it in action first to do my best.

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Q1: Letting students know what success looks like isn't "cheating." Having a learning target helps us as teachers get rid of the unnecessary stuff.

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One question that I have: It's so hard to find balance in the field of teaching, so how can teachers balance the challenge of giving students ownership through success criteria while also still making sure that the criteria is challenging and aligning with standards?

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Does the criteria we show to students have to be something we have created or could it be from students in past years?Trying to lighten the load, because this does seem to be a daunting task for every skill.

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Q2: We use learning ladders to help students take ownership of their learning. How can I use them more effectively to show students what success looks like?

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Students are more motivated to succeed when they understand what success looks like. They are more willing to put effort in their work.

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How can I scaffold success for every student especially those inclusion students?

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I love the idea of giving students an example of the end product at the beginning.

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What does this practically look like within in a standard unit? It makes with a writing assignment but I'm not sure how to work this out on a daily basis.

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Show/teach students the success criteria looks like. They deserve to know the end goal.

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How do we get the "waiters" to try? I have so many kids who want to wait around and see what the answer is.

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My takeaway is that we have to make sure that we share the learning goals and success criteria so that students can know what is expected of them and it helps them take ownership of their learning.

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It really resonated with me when he said if a teacher has a clear understanding of what success looks like they're more likely to get rid of the stuff that doesn't matter and more likely to tell kids upfront what success looks like. I think this supports the idea of teaching standards, not curriculum. When you know what the end goal is you can structure instruction to best support progress toward mastery. I am going to work on showing students what success looks like at the beginning of a lesson or at the introduction of a new standard/skill.

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“What steps do I now have to take as the teacher to ensure my students can achieve what is expected of them?

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Do you share what success looks like at the beginning of every lesson or just when you introduce a new standard/skill and then review as you continue learning?

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"Show them what an A looks like, show them what a B looks like."

While this isn't common, I think this could be beneficial for my 5th grade math students. If I can show them up front what success looks like, then they can begin to model their answers after what they want to achieve!

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One lingering question I have: what can I do to make this work for me, for my students, and for my classroom? What are some examples of how this works in other teacher's classrooms? How can I make this a success!?

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"What students are supposed to LEARN not what they are supposed to do." We shouldn't be making them guess what great would be.

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Lingering question... How can this be applied? Showing the last question of a lesson at the beginning?

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Success and mastery isn't the end goal. Success is completing the steps along the way and mastering the small skills is also success. And the students need to know that thats what matters, not just their overall grade in the class.

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How do you get the students to understand and care about doing more than just "what they have to" before the bell rings?

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When students know in advance what is expected (the criteria for success), they can self-monitor, receive feedback more effectively, and take ownership of their progress.

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Key Takeaway: Giving students a clear expectation of what to aim for at the beginning of their learning helps guide them to more efficient success.

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How do I differentiate this for all learners for all standards?

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Takeaway:

I love the idea of showing them what "success" looks like. I feel this is done a lot in writing when we actively model a shared writing. The students can then use that writing as a template for their own. Math is modeled, however, it is trickier. I love the idea of giving the answer first on a couple of problems. This allows the student to focus on the strategy versus the final answer.

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Lingering Question: How do I convince other stakeholders that this is an acceptable strategy and not just giving students the answers?

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Lingering Question: Where is the line between modeling to establish efficient learning paths for students and stifling their creativity or critical thinking skills with over-specification in our modeling?

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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:

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