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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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Focus on what students are supposed to learn, not what students are supposed to do. For understanding success criteria, "show them." This helps students understand the goal.

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The key takeaway is students must be provided with the success criteria upfront. Teachers must know ahead of time what the success criteria are. This will lead teachers to get rid of the "extra stuff."

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The gap between what students do versus what students learn. Focusing on what students need to know will eliminate all the stuff that isn't important. Sharing what success looks like is more benefical. Students knowing the answer in the beginning is ok as long as the teacher provides the strategies and methods to get there.

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Amanda Haynes - Question around student ownership and success criteria

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Amanda Haynes - Question around student ownership and success criteria

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Hattie states that teachers must develop different strategies to provide creative ways for students to see success criteria. How do we develop those strategies with inexperienced teachers?

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A key takeaway is that students should see what success looks like at the start of learning. The outcome matters more than the task, so teachers must focus on what truly counts. To foster life-long learners, teachers should involve students in the success criteria instead of encouraging mere compliance in learning.

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How does the success criteria differ from a rubric or exemplar?

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A key takeaway is for students to know upfront what success looks like so the learning doesn't seem like the teacher is a fairy that just says yes or no you've got it or don't have it. Students need to be able to self identify that they are there.

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If teachers want to creatively engage students in developing success criteria, how can we connect it to their motivation? Many of these students struggle with finding the drive to fully participate in the learning process.

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Sometimes I struggle with showing students an end product and they not reproduce exactly what they see. Is giving them a rubric with success criteria enough or do they need to see a final product example?

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With Kindergarten, students tend to want to "copy" the samples. I find it tricky to show them examples without them trying to directly replicate it. Sometimes it hinders thinking of their own product. How do I overcome this?

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Virginia Humphrey-Gulley - Key Take Away

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Virginia Humphrey-Gulley - Key Take Away

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There is often a gap between what students know and what they actually learn. By focusing on essential knowledge we can eliminate unnecessary content. Clearly defining success and sharing what it looks like can be beneficial. When students understand the desired outcome, it enhances their learning and gives the teacher methods to help guide them there.

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A key takeaway for me is that we need to show students what "success" or the criteria looks like before giving them the assignment/assessment. I like his analogy of sports, asking the players to play without giving them the rules or how to get points. It's not fair to do that to our students.

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How can we effectively communicate the difference between a rubric and success criteria? How can we effectively explain success criteria to new teachers and some seasoned teachers?

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How can I ensure that the success criteria meets the needs of all students? Should the criteria be differentiated, too?

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The key takeaway is show the students what success looks like upfront. More emphasis on what students are to learn and less on what students will do that day.

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What is the difference in using a Rubric versus using the Success Criteria -"Showing them what success looks like"?

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Give students a clear goal. Show them what success looks like.

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Success criteria play a vital role in helping students succeed by clearly outlining what good performance looks like.

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Where is that line between encouraging students to achieve something and encouraging them to regurgitate/recreate something they've seen in your success criteria? Hattie alludes to this but sort of brushes it off like "teacher strategies" will help guide you but that isn't very concrete.

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My take away from the video was "Focus on what the student is supposed to learn or get from the lesson/assessment, not the task. It's not about (what we are going to do today, but about what we are going to learn)."

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It's important that students clearly understand what success looks like from the start. When students know their learning goals and success criteria upfront, they become more focused and confident, ultimately achieving better results.

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A key takeaway is that the reflection piece is just as important during the instruction as the outcome. We, as teachers, need to practice good reflection by encouraging students to take ownership of their learning by helping them gauge whether or not they acheived the goal for the day. One way that we can do this is by demonstrating what success looks like for each lesson. Give them a blueprint to follow. This eliminates the guess work.

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This is a great concept for neurotypically developing students and older grade levels. I'm curious how to apply this strategy or mindset for neurodiverse populations, kindergarteners and students who don't have an intrinsic motivation to take ownership of their learning journey.

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How can we clearly communicate success criteria without leading students to simply copy the examples we've provided?

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I believe he is describing exactly how a lot of life is lived....seeing something and wanting to emulate it. Socially, in our families, in our careers, hobbies, etc. Sometimes this is for the good or the bad, but if we want students to demonstrate mastery then they need to understand what that looks like for any particular skill. Show them, then figure out how to let them get there on their own. The end goal shouldn't be a mystery...not much in life is or we wouldn't be able to label it as a goal because you don't often aim for something you can't envision!

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Having conversations with students about what success looks like on the way to the end product, not just on the end of unit assessment.

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How do you build in time to make this a guiding practice in the day to day? Do you have detailed conversations for each lesson?

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What are some examples of this when using concrete skills? What are some ways to help students track these things that are not excessively time consuming?

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The key takeaway is students need to know what they must learn before the lesson to be able to check for mastery and know what their criteria to solve will be.

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Ashley Smith-Question around student ownership and success criteria

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Ashley Smith-Question around student ownership and success criteria

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How can we make sure EVERY student takes ownership, even when there is pushback from them?