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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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Students should be taught up front what success looks like. John Hattie mentioned how we hold back like its a secret and don't share with them what the learning goal is. We want to give them the task. We have to show them what success looks like and make sure we have a clear understanding of it before we begin the lesson. This is something I notice when going to different schools. Some teachers are unsure what success looks like themselves and most don't give clear criteria of success for students to know how they have mastered the concept.

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What are some documents that the state provides for students to use to track their own data?

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I would love to know more about the standard error of measurement. I would like too also know if there's an easier way to navigate the ADE to make information easier to find. I noticed that the ATLAS portal is user friendly.

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He stated something Id never thought about an that is, that, its not about the task but the best way to success criteria looks like showing them what expectations are by modeling and providing examples. Success is not something achieved at the end of the lesson but it is taught at the beginning and the task leads them to the point of discovery and achieving. I totally agree they should see what success looks like up front and throughout the lesson. I may be wrong but part of this success criteria sounds like a rubric, so they can also have a road map to mastery of the goal. SO they should clearly know what they are learning, why are they learning it and how will I know that I have learned or mastered this goal.

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"Show them what success looks like". Adjust the timeframe of what would happen if the students meet the success criteria early. I loved this concept because students need to know this information up front. This is what we've talked about in past sessions - knowing the "end game" makes learning easier. One lingering question that I have is if students own their learning and meet the success criteria...what next? Do they move on to the next learning target or do you bump their learning up to DOK 4?

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"Kids need to know what success looks like before learning begins."

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Every lesson should be started with showing students what success looks like.

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Showing students what the end or success is supposed to look like will help guide them during their learning and help them to know what achieved that goal.

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Hattie said to show students what success looks like. It's not cheating! Showing them what the end product looks like sets them up for success.

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How do we motivate students to reach these success goals?

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Let the kids know up front what success looks like. This is not giving them the "answer" but letting them know what is expected.

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I loved that he said "what happens if the kids learn it earlier? Well, that's a bit of a problem for us."

When teachers know what success looks like, they are more likely to get rid of the extra stuff - the fluff. When students know what success looks like and make sure they understand how to get there, they are more likely to be life long learners.

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How does success criteria look in the math classroom? I would love to see an example of a teacher starting with what success looks like in the math classroom, and then doing the lesson.

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How do we keep students motivated to reach the success criteria. We often think that we have the best-laid plans and we are so excited to share them with students, only to find that they don't seem to care or want to take the same ownership that we are expecting them to. Motivation is hard sale!!

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Does success criteria look differently for students with an IEP and if so, how is this addressed at the beginning of class when you have a mixed classroom?

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How do we motivate teachers buy into showing students what success looks like without feeling like that's cheating?

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We once started like this but it faded away, why do we as a society, especially education, not truly utilize and keep in effect the strengths provided to us? Why are we always looking for the next best thing?

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A huge key takeaway for me was that approximately 60% of students already know information presented in a lesson. It makes me realize that building background knowledge is important, but why are we not going further?

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When students know the goal and the criteria for success, they are more likely to take ownership of their learning and monitor their progress.

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Starting with the end in mind! It should not be a secret. Students should know up front what success looks like. It follows the "I do, we do, you do" lesson format.

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Students should know what success looks like before beginning a task. If it is unclear what is expected to be successful, it can be misleading or confusing for students to know exactly what they need to do. Teachers also need to know what the success criteria is in order to know if students have a true understanding of what is being taught. The teaching and success criteria should be in alignment to ensure all stakeholders are successful.

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-Learning Intentions without success criteria=hopeless.

-Visible Learning School=when kids know what success looks like before it even starts.

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What are some creative ways for students to track their success besides data binders?

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My key take-away from this video was "What are students supposed to do vs. What are students supposed to learn?" This goes along with I do, we do, you do in a classroom. You show them how to do the assignment/math problem/Chemistry problem and then you give them practice for them to do with you and then you give them practice on their own. If you're unsure what success looks like for the assignment then you might want to go back and find a clear success criteria for yourself and your students.

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Students should know what success looks like. Show them what success look like with a grade of an "A", "B", and so forth.

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Students feel empowered when they can see their future ahead of them... if they see what success looks like on the front end, they do not feel like the odds are stacked against them, rather they can emulate success and will rise to the challenge to do so.

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How can students consistently take ownership in their own success even at the beginning of introducing new skills/concepts/content?

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"Show students what success looks like." This was my key takeaway. Not only should the success criteria and the objective match, but it's ok to show students what proficient is! I am a writing teacher, so showing them a proficient essay before beginning would really help them to see the criteria for proficient or exemplar. We must begin each lesson with the end in mind and give students the necessary guidance and tools to master the skill!

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How do we reach all teachers and help them see the value in success criteria?

How can students track their data after implementation of success criteria to show the growth?

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My lingering question is what are some ways we can motivate students to utilize the success criteria to their greatest potential?

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A common mistake he found with teachers is that "we have a learning intention about what we are doing today", which apparently is not interesting. He says "it's not about the task." Students put up success criteria because they need to know what success would look like at the end of the lesson.

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As teachers, we are taught to plan lessons by "beginning with the end in mind". Students should know what that end looks like. We have gotten so good about posting I can statement and showing examples, but how can we take that rote procedure, and bring it to thier level? We should not only be showing them what the end product should look like but be transparent about the process to get there.

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Where can we find strategies that have already been proven successful? What are methods that work to motivate students to use the strategies provided to meet the success criteria?

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Coming up with the end goal takes planning and creativity. How can we bring that out of teachers and help them communicate that to their students?

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My lingering question always comes back to how can I intentionally implement this in my position as the library media specialist.

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We have tried to implement "data binders" at our district a couple of times to help students keep track of their own success, but they always fizzle out. What are some ways students can track their growth and data so they are bought in? Is there are state approved form or way?

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One key takeaway is that students need to know what they are learning and see clear examples of what success looks like before they begin a task.

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How can teachers assist students with understanding and actively using success criteria?

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Hattie stated that teaching students what success criteria looks like leads to students taking ownership of their learning because they now know what "A" or "B" quality work look like. My question is, how do we get all on board to see this shift? (teachers and students) As well as keeping everyone motivated. Some teachers are so stuck in their ways that change is like pulling a stubborn tooth out and a lot of students lack the motivation for success because they have failed so many times that success is null and void to them.

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Showing students what success looks like is so important. Students can't accomplish unknown goals. When students understand what success looks like, they are more likely to stay engaged, persevere through challenging problems, and take ownership of their learning.

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How do I know if my students work meets the expectation of the standard but still challenges further thinking? In math, could giving the answer cause them to lack the reasoning piece of the problem?

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The Power of And!

Learning Intentions and Success Criteria depend heavily on the guiding questions and examples that teachers use to show what success looks like in student learning. John Hattie's example of giving students examples of what quality work should look like was particularly insightful for me in terms of providing support and scaffolding for struggling learners and those at Levels 1 and 2. Explaining the strategies used or not used would provide data to guide instruction for those gaps in learning.

The content of the learning today was providing a lens in which to view how to improve the strategies teacher's use when providing examples for quality work. Reasons for learning different perspectives in providing success criteria with the relationship to learning intentions guides thinking on how to develop assessments that allow for meaningful data to be collected to make informed decisions for future instruction. I will demonstrate what I have learned today as to my ability to develop assessments which reflect DOK and ALD levels. What powerful content on success criteria which started with the power of "And."

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Learning should be about what the students learn and not about what the student is doing in class that day. It's about starting with what success looks like and giving the students a goal to achieve. We shouldn't be the only ones that know what it looks like when a student "gets it," they should be self- aware and know this as well.

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Key takeaway- Students need to know what they are learning, the purpose behind it, and they need to know what success looks like. Giving examples and modeling so they know expectations and what proficiency looks like.

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What students will learn and what success will look like shouldn't be a secret to students! John Hattie discussed that if we are showing students what success looks like, we as teachers will be more likely to get rid of the stuff in our lessons that doesn't matter as much. We should take the time to understand what students don't know, but we should spend even more time showing them what they will learn and how they will know when they arrive at success.

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Lingering question: How can we motivate students to want to show and achieve success?

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My lingering question is, how do we encourage students to actually use the success criteria when they get to the point of doing it independently? My students love an example, but I have noticed that they really struggle with using it as a resource to help them.

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A lingering question I have is that our campus likes for my Social Studies assessments to be multiple choice based questioning like unto ATLAS. How am I supposed to show students the success criteria for a multiple choice based assessment? I don't want to feel like I am giving the answers or making the final assessment too easy. I understand and already use success criteria for lesson goals and progression.

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Success criteria should be shared from the beginning of the lesson and incorporated into the model instruction. Teachers are not gatekeepers of knowledge. If we want students to learn what/how to do something, we have to show them what it looks like.

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Question 1: Success criteria is what are they supposed to learn vs. what are they supposed to do. Having the students participate in the success criteria is beneficial. The teacher should show what success looks like.

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Lingering question: Often, teachers don't present success criteria because they are not firm in their understanding of the content and what constitutes mastery. We are learning of resources that will help coach teachers to improve this aspect. What about students? If we want students to take responsibility for their learning, what resources are available for students to help identify and track their success or progression toward a goal?

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"Teachers themselves are unclear of what success looks like" - I have noticed this a lot. It is like the saying "the blind leading the blind." We have to set our students up to reach success by giving the clear criteria on how to get there. My lingering question/dilemma: Helping teachers arrive at this on their own. Instructional Rounds were powerful in assisting with this, but I haven't noticed many other ways beside teachers seeing themselves to come to this conclusion.

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Question 2: How can I effectively co-construct success criteria with students to build ownership without sacrificing too much instructional time in the K-2 grades?

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Key Takeaway-

Show students what success will look like and we are more likely to get rid of what doesn't matter. Kind of like a backward design process and for a lot of kids this will be more motivational. Having a purpose and knowing why they are doing something is essential for some students.

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Success criteria are about a student's mastery of the learning criteria - what they should know, not what they can do. The best way to teach them how to be successful is to show them! Show them the end product before they begin. Give them the answer and allow them to figure out the strategy later. The more you focus on the criteria, the more you can weed out all the "fluff." Even in self-assessment, you have to have a target to compare to.

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How do we assess student outcomes that are basically modified copies of the exemplar? What should be the next steps when a student may have grasped the concept, and completed the activity, but has not added any real input or "value" from /of themselves?

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Lingering Question-

Can students build success criteria for themselves? Also, since success can look different for every student, how do we build assessments for each one?

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Takeaway - Students need to know and understand what they are learning, why they are learning it, and what successfully learning it looks like.

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Learning Intentions and Success Criteria are intricately linked together. The focus should not be on what students are doing, but rather, what students should be learning.

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Question - Doing these things in classrooms even first grade and above makes total sense, but how can we achieve this successfully in a Kindergarten classroom?

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Students need a clear end point and the importance of personally guiding students through learning tasks. Kids must know what success looks like, so they can aspire towards it.

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What is a clear example of this for a history class, where there are many instances of subjective answers rather than objective answers like in math?

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When students get to me at the 10th grade level, they know how to "play school" and complete things just to get the grade. I find that just about half are in it to actually learn. How can I get more students invested in taking ownership of their own learning after years of being force fed their education?

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One takeaway from the video was the analogy he used about telling kids they were going to play a sport but not giving them rules of the game or how to score. Success criteria is necessary for students to succeed.

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Should we always give examples of student work to show "this is what an A looks like" or should the examples be teacher created?