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After discussion, ask student(s) to write the learning intention for the lesson in their books, and on the board.

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After discussion, ask student(s) to write the learning intention for the lesson in their books, and on the board.

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Getting students to show how they have completed the success criteria

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Getting students to show how they have completed the success criteria

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Get students input on the success criteria

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Get students input on the success criteria

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Moving around the room checking with individual students that they understand.

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Refer back to them throughout the lesson

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Refer back to them throughout the lesson

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Having them on the board

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Use students examples (work) from previous years or modelling on  board.

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Use students examples (work) from previous years or modelling on  board.

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Make sure the reflection questions match up with the success criteria

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Make sure the reflection questions match up with the success criteria

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Providing examples of what the achieved success criteria looks like

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Ask students during the lesson what they need to achieve

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Ask students during the lesson what they need to achieve

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use simple language
short and to the point
make sure it is achievable

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get them to write/ explain what they learnt this lesson

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get them to write/ explain what they learnt this lesson

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data collection at the end of the lesson

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data collection at the end of the lesson

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Students writing the learning intentions themselves

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Students writing the learning intentions themselves

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Short quizzes throughout the lesson to address student misunderstanding.

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Short quizzes throughout the lesson to address student misunderstanding.

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Checklists throughout the lesson so students understand when they are meeting a goal or part of criteria.

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Checklists throughout the lesson so students understand when they are meeting a goal or part of criteria.

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Present success criteria as questions for the students to answer.

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Straight away to see where students are at in practice.

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Have L.I and S.C on worksheet/examples and refer back to them in class discussions and throughout the lesson

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Have L.I and S.C on worksheet/examples and refer back to them in class discussions and throughout the lesson

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Make use of the reflection component of the lesson to verify that the goals have been achieved.

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Make use of the reflection component of the lesson to verify that the goals have been achieved.

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Explain them back at the start and/ or end of the lesson

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Explain them back at the start and/ or end of the lesson

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Ask for clarification

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Make them clear at the start of the lesson by either writing on the board, ppt or on handout.

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Make them clear at the start of the lesson by either writing on the board, ppt or on handout.

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Reflection at the end and start of the lesson

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Reflection at the end and start of the lesson

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During a lesson - check the success criteria as you achieve the

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During a lesson - check the success criteria as you achieve the

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Hand out criteria for assessment early in the unit

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Hand out criteria for assessment early in the unit

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Keep referring back to the goals and criteria as the lesson progresses

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Keep referring back to the goals and criteria as the lesson progresses

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Have the students reflect on SC

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Explain them clearly and make the connection between the two

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Explain them clearly and make the connection between the two

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Highlight and explain/ellaborate key words. 

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Highlight and explain/ellaborate key words. 

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Use language that students can understand, and/or have them reword the goals in their own words.

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Display them

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typed up and visual

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Write them on the board, as well as verbally telling them. 

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Write them on the board, as well as verbally telling them. 

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Get the students to assist in creating them.

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Get the students to assist in creating them.