# data[].attributes.body
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.

# data[].attributes.body
How do we move from posting success criteria to truly helping students use it to self-assess and take ownership of their learning?

# data[].attributes.body
Success criteria matters because students shouldn’t have to be mind readers. When they know what quality looks like, learning actually sticks.

# data[].attributes.body
I've never thought about showing students what success looks like on a problem before they start the learning.

# data[].attributes.body
Question 1: Students should know what success looks like BEFORE they begin the process of learning.

# data[].attributes.body
I liked his analogy about playing football without knowing the rules or even how to score.

# data[].attributes.body
How do we get students to "buy in" to using assessment to guide their learning? Students are so overwhelmed with the number of "tests" given to them already.

# data[].attributes.body
Takeaway: It isn't cheating for students to understand what it takes to be successful. Giving them a target and guiding them through the process of how to get there is good (fun) teaching! Especially in the year of our Lord 2026, where they can Chat GPT everything. The processes of learning is what we should be teaching.

# data[].attributes.body
Question 2: What are some different ways to know student learning from parroting if they are shown what success looks like up front? What do those skills look like in a teacher?

# data[].attributes.body
What would this look like in a foreign language classroom? I am thinking and my brain hurts trying to image that.

# data[].attributes.body
Question: On a personal level, as a math teacher, I struggle with success criteria in terms of solving a problem. Is it a list of steps? Not every math question is open-ended where I could include success criteria like how a student would justify their answer. So I am wondering what success criteria would look like for solving a multi-step equation or something like that.

# data[].attributes.body
Show them what success looks like! We do this in AP courses, but why do we not do it in all our courses? He said how will they know what success looks like if we don't show it to them. I also loved the Australian football analogy.

# data[].attributes.body
I have a problem with my students not answering all parts of short-answer questions, even after I tell them the question has multiple parts. I need to know how to teach the skill of answering completely to my students. I don't think it's laziness that is the issue; I think it's something else that I haven't identified yet.

# data[].attributes.body
Q1: “Get rid of the stuff that doesn’t matter" challenges me to plan lessons that focus on the most important learning, not the extras.

# data[].attributes.body
The key takeaway from the video was that it's not about the task itself. The most effective way to communicate success criteria is to show students what an A, B, or the final product looks like before they begin. I loved the sports analogy; it made the idea relatable.

# data[].attributes.body
Q2: What's a good first step to encourage student ownership for unmotivated students to be successful?

# data[].attributes.body
How can I use this approach in my classroom to help students write strong claim-evidence-reasoning responses?

# data[].attributes.body
I enjoyed the sport analogy. It hit. Maybe I should use it with the students.

I feel like I explain the look of success to students before I turn them loose on an assignment. We practice reading the rubric. Students identify which part of the rubric is weighted, so they know the focus of the assessment. But so often, they do not follow the road to success. They skip steps or spend time on the "lesser" part of the assignment. We use peer reviews as an opportunity to review the product and rubric prior to submission. And yet, they fail. Which constantly leaves me to wonder, is it the assessment or the language of the assessment or student knowledge.

# data[].attributes.body
I like that the students are in charge of the learning and can drive their success timeline by knowing the end result.

# data[].attributes.body
Student ownership is a huge stumbling block for me. I feel I spend half the year determining which students are struggling and which student don't care. And then I need to find resources for the struggle and find motivation for the others. And it is hard to know where to actually focus the time for the most efficient student learning and gains.

# data[].attributes.body
How do you encourage unmotivated students to strive for success?

# data[].attributes.body
I really loved the example he gave of playing a sport. It makes perfect sense that we wouldn't be able to play a sport that we don't know the rules for or how to score. Especially when we think about the pace at which a school year progresses, think about how much smoother a sport event would go if everyone knew the rules and how to score before the game started. Picture the caos if they didn't....

# data[].attributes.body
How can we lean into this visible learning in a manageable way? What small changes can we make to start having more visual learning opportunities throughout our school?

# data[].attributes.body
I like the idea of giving them the answer and his example in Math. My own children in 8th and 11th grade use AI to see how a Math problem works to understand the skill to complete other similar problems. Students need models and even sometimes the answers.

# data[].attributes.body
A question I still have is how to move away from "parroting," especially in writing.

# data[].attributes.body
Q#1: Success criteria provide steps so students know exactly what success looks like.

# data[].attributes.body
How can we let go of the fear that students will copy/cheat if we show them what success looks like?

# data[].attributes.body
If you know what success looks like, you can get "rid of the other stuff." This really stands out to me because it emphasizes efficiency, and leads one to reconsider the "pacing guide." The idea of students knowing the success criteria up front offers a criteria for self-assessment. I think that a student who has achieved that cognitive practice of self-assessment can also move towards ownership of their learning.

# data[].attributes.body
Did I hear this right: 60% of what is taught in a lesson, the kids already know? Is the missing puzzle piece here metacognition?

# data[].attributes.body
Takeaway: It is not about the task itself (this is what are we learning today), but rather to show them what the end product looks like.

# data[].attributes.body
Question: How do we move away from the "cookie cutter" student? As in like he said, some are going to be creative and self-motivated to create something new based on the knowledge learned, whereas, some just want to see what the finished product is and recreate what they see rather than applying it to something new.

# data[].attributes.body
A key takeaway from the video is that students need to know what success looks like before they complete the activity. This is especially important to help students be successful.

# data[].attributes.body
How do you hold students accountable when it comes to knowing and meeting the success criteria through various methods like self-check?

# data[].attributes.body
Success criteria is beginning with the end in mind. There are no surprises at the end for students.