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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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Key Takeaway: Focus needs to be on What are they supposed to learn, not what are they supposed to do.

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Key takeaway: Students learn more effectively when they clearly understand what success looks like.

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"If you have a clear understanding, before you start, of an understanding of what success looks like, you're more likely to get rid of the stuff that doesn't matter." John Hattie

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Key Takeaway: Most kids know 60% of what is taught in each lesson.

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It is so important for students to know what success looks like BEFORE they achieve it, so that they can visualize the end goal, not checking the box for the day's task.

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Question: How can we show students the end product in math classrooms in order to allow them to focus on the process instead of the answer.

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Key Takeaway: Make sure to demonstrate and show the students what success looks like for the lesson. What does an A look like? B look like? etc. Give them a target.

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Key takeaways: Success Criteria is what they're supposed to learn, not what they're supposed to do. For self regulation/evaluation they have to have a target up front. Show them what an A looks like. For math, they can use many resources to give them the answer, but I've found that if I go ahead and take the desire to just look up the answer away and give them the answers to the practice problems up front, the real learning of trying to figure out the strategies to get the answers begins.

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Lingering Question: How can we help students move beyond simply restating the success criteria to actually using them as tools for reflection, self-assessment, and goal setting in their own learning?

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One key takeaway from this video is when John Hattie states that if the facilitator of the learning knows and has identified beforehand what success in the lesson should look like, they would remove all components of the lesson that do not lead scholars to success.

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Students are good at being compliant to what the teacher wants, but true learning comes when the student has a clear understanding about what success looks like well before they attempt a task. Learning is not just about a task.

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Key Takeaway from Video: Find out what students know in the beginning. Focus on what students are supposed to learn rather than do. Give them the success criteria, show them what success looks like.

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I still am unsure how to instill student ownership for the student that does not buy in to the task at hand, or the importance of it. This problem is compounded in course I teach that are 40-50 in size, and I get very little 1-on-1 interaction.

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Lingering Question: How can I get students to want to know the "why" or the process for getting the answer?

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1. Key Takeaway:

Teachers should allow students to see what success looks like in an activity. This builds confidence, and it helps teachers to be more intentional in planning.

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Clarity is essential for students to take ownership of their learning.

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Key Takeaway: Students AND teachers need to know what success looks like before they start, so that they know what the end goal is and are taking ownership of their learning.

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During this video, my Key Takeaway was that students learn when the know what their success criteria is and what they have to understand what it looks like. What they need to do.

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Question: How do you get students to the point of being accountable for and taking ownership of what success of a skill looks like?

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How might success criteria shift from being a checklist for compliance to a tool for self-reflection and growth?

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-Learn, not do

-Not about the task

-Show the students what success looks like

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Key Takeaway: Its not about the task but about what they need to know. Show students what success looks like from the beginning to know what they are working towards. Success is found in what they should know by the end.

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Lingering question: How can I help my students really use the learning goal and success criteria as they work?

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Lingering Question:

How do you motivate the students that do NOT care about the success criteria, or anything else?

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Key Takeaways: We need to focus on what are they supposed to learn, not what are they supposed to do. We also need to start with the success criteria so that learning doesn't look random. Then we can get rid of the stuff that doesn't matter.

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Lingering Question: How can we show them success criteria without taking some of the discovery pieces of the process away?

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Question: How do we get the students to move from just the normal and into showing success with success in the classrooms? Seeing the end goal and not working for success for that lesson.

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Expose Success! I like that!

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Key Takeaway: If You know exactly what you are teaching, you can strip away the extra fluff and focus on what really matters- showing students the success criteria. This helps them understand what they need to achieve, not just what they are doing.

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Due to time constraints in the classroom, does modeling just a portion of the lesson serve as "showing what success looks like" count?

As an ELA teacher with only 60 minutes of class time, I would not be able to go through a lesson fully, show the scholars the end goal, allow them to practice during the lesson, let them complete the task individually, and then pull small groups.

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Key Takeaway: Show students what success looks like. Show them what an A, B, C looks like on paper.

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Key Takeaway--Clear, detailed and measurable success criteria help students understand exactly what they are aiming to achieve in their learning.

When kids are engaged their motivation tends to increase and they develop self initiated goals.

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Learning intentions and success criteria go hand in hand. Don't just give an assignment for them to do but have students in the mindset what can I learn from today that will stick with me. Preface a lesson with what success would look like and that may be different for different student groups and different subject areas.

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Lingering question: How do I self evaluate and then have my students do the same?

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I love this approach. Showing students what their work needs to look like to get an A. A B. A C. This approach would help my little learners SO MUCH!

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2. Lingering Question: Do we need to show the end result for every major learning need? Can this be broken down like our math assessment in how it tested several standards at once?

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Key Takeaway: Show the students what success looks like first. Show them what you are wanting them to learn and how to get there.

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Key Takeaway: Focus should be on what you want students to learn, not just the task they are being asked to do. Students need to know that the success criteria looks like upfront.

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Key Takeaway:

Student learning will be more successful if we show them what that success looks like from the beginning.

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Question- How can we support and empower our staff to motivate and engage students in reaching the goals outlined in the success criteria?

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Key Takeaway: It is important to understand what success looks like before you learn how to achieve it. Knowing where you want to be makes the work to get there more important.

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Lingering Question: Would this need to be whole group? I am wondering if it would confuse my lower leveled students whose success criteria may look different from others?

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Key Takeaway: Success is no secret, let students know what being successful looks like for the particular skill.

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Key Takeaways:

The focus of each lesson should be on what students are supposed to learn not what they are supposed to do. To lead students in success criteria it is important to show them what the end product/success should look like. In determining what success should look like, it is important to understand what students already know and what they don't know.

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Key Takeaway: I loved that he said that students learn better and want to learn when they already know what success looks like. This helps them gain confidence!

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Key Takeaway: Show them what success looks like up front! "If you, teacher, has a clear understanding of what success looks like you're more likely to get rid of what doesn't matter."

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Trying to come up with ways for students to have ownership can be challenging especially with low motivated students. What are some creative ways and some resources to help develop the "ownership" mindset in a student.

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Key Takeaway: Learning intentions without success criteria (what students are supposed to learn-not do) is hopeless.

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Lingering Question:

How do I balance using the goal/objective and success criteria upfront to get good learning results.

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Question: What is the best way to get students to buy into the process of reaching success?

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When students know exactly what is expected of them , they are more likely to reach learning goals.

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Lingering Question: How do we assure that every student has the knowledge or the want to of self-monitoring when shown what success looks like?

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Lingering Question: How do we motivate students so that they want to engage to achieve success?

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Key takeaway: "Show them" what success looks like. "Show them" what learning looks like.

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Question: What are some strategies for motivating students to want to achieve the highest level of success criteria and not just settle for the bare minimum?

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Lingering Question: He said teachers are going to have to get more creative about thinking about different ways of understanding if students "have it" or not. What does that look like?

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Lingering question: How does a teacher /leader make sure to show students the expectations for being successful while still allowing the student to reach that success. ( Trying hard to break the habitat of doing for others and instead giving them a chance to own the learning)

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Lingering Question: How do we determine, as John Hattie questions, "Do they understand, or is it just 'parroting'?"

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A key takeaway from the video is how beneficial it is for students and teachers to know and understand the success criteria. It helps you recognize any unnecessary "fluff" that does not need to be there. Students are also more likely to take control of their learning because they know what the end goal or expectation is.

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Key Takeaway: Students will be able to focus on the learning when they understand the success criteria from the beginning.

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Lingering Question: How do you know if they are just "parroting" the end result?

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Question: How do we break the cycle of "learned helplessness" we are seeing in so many students? I believe this is partially inhibiting students from reaching their full potential and owning their learning.

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Key takeaway: The best way to show students what success criteria is, is to show them what it looks like before they start.

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Question: How can we motivate students to self-reflect and self-monitor once they have been shown what success looks like?

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Key takeaway: Students should be given the exemplar.

Question: How does this work for all subjects like Math for example?

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Takeaway: Without success criteria, learning looks random. "A lot of teachers struggle with that..." because it's what success looks like when you get to the end. It's me. I'm a lot of teachers.

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Lingering question: How do I make this happen in my classroom? I always get overwhelmed with developing success criteria for the day. I'm terrible about not trying to eat the ENTIRE elephant in one bite.

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Lingering Question: Success criteria will look different for different students in your class. How do we model/show that to students? Especially younger students in a way that they can understand.

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Key Takeaway: We have to find out and work with students on what they know and what we are wanting them to know. Help them to understand what success they are striving for.

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ey Takeaway: The teacher has to have a clear understanding of what success looks like and provide exemplars of what success looks like so students will know what is expected.

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Key Takeaway - clarity of learning intentions and success criteria empowers students to become self-regulated learners, which is one of the most powerful influences on achievement according to Hattie’s research.

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Question: Does showing them the end result decrease their struggle in the learning and developing those pathways.

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Lingering Question- How can teachers balance giving students ownership of their learning with ensuring that the success criteria still align with curriculum standards and learning goals?

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Understanding what success looks like allows for student-driven reflection througout the learning process. They KNOW whether or not they have learned it even before you do.

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Lingering Question- How do we balance letting them own their learning with maintaining rigor?

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Key Takeaway: Learning shouldn't be a mystery. Teachers often treat success as something revealed only at the end of a unit or task. Hattie argues that students must see what success looks like upfront. Otherwise, they're "playing a game without knowing the rules."

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Lingering Question: How can we make success visible enough that every student, regardless of ability, knows what they're aiming for and how to get there?

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Key Takeaway: If we want students to SELF-regulate, monitor, assess, etc., we must give them a TARGET! Not providing success criteria up front is like trying to play a game without knowing the rules, equipment, etc.

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Question

What are some good strategies for motivating students to want to achieve mastery and not settle for proficient?

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Lingering Question: how to balance frontloading success criteria while providing opportunities for productive struggle, inquiry, discovery, etc. & allow/provide options for demonstrating mastering ("The best teachers are those who show you where to look, but don't tell you what to see")