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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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Learning intentions and success criteria go hand in hand. You should show students what success looks like before they start working.

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At Pea Ridge Primary, we've been intentional about making learning intentions and success criteria part of daily instruction. What stood out in the video is how Hattie frames success criteria as a way to move students beyond just completing a task—they start to understand what quality looks like and take more ownership of their progress. That’s exactly the shift we’re trying to make at PRPS through our 15-day planning cycles and WIN block work. When students can explain what success looks like in their own words, that’s when real learning starts to stick.

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If heightened learning is achieved by showing students what success looks like, why do so many HQIM's focus so much on a "discovery method" of learning?

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At PRPS, we work with early elementary students—many of whom are still developing basic academic language. How can we scaffold the co-construction of success criteria in a way that honors student voice but still stays tightly aligned to our standards and learning intentions?

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One key takeaway from the video on success criteria is that clearly defined success criteria help students understand exactly what quality work looks like, making learning goals transparent and achievable. This clarity empowers students to take ownership of their learning and self-assess their progress effectively.

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Key Takeaway - Show them what success looks like in the lesson (show answer, then they can focus on what the strategy is). Sometimes you need to see the answer first to know what you are supposed to be doing.

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Lingering Question - Thinking/ brainstorming ways to get creative and figure out if students know how to do what you are asking them to do or if they are just parroting the answers.

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Lingering Question Post:

How can teachers best support students in actively owning the success criteria so that it moves beyond just knowing the goals to truly internalizing and applying them independently across different subjects and tasks?

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One thing I got from the video is that in order for a student to succeed, they must know what success looks like. As educators, we don't want to give them an assignment and say complete it and walk away. We should first tell them what they're supposed to learn and what are the steps to get there.

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I liked the analogy of playing a sport without any exemplary of how to play it well. Showing what proper play and helping them understand the rules first can make playing more enjoyable and way less frustrating. It also might cut down on injuries. I don't need my students getting injured trying to wrestle with Algebra 1. :)

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"What should they LEARN, not what should they be able to DO". I'm not sure I agree with his statement. In my line of work we focus on "transfer of knowledge/skills". A lot of things can be "googled" but what can they now DO with that knowledge?

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Showing kids the end result and what "success looks like" is not cheating... it's common sense. I like the analogy of trying to play a game if you didn't know how to score points. Showing kids what proficiency looks like before teaching the skill only makes sense.

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If students are going to take ownership of their learning, there needs to be a target. They need to know what that looks like early in the process.

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One key takeaway from the video is it is ok to show them what being successful in the classroom or class assignments looks like - then help them focus on the ways that they can line themselves up to meet the successful student image. One lingering question is how to motivate high school students to take ownership in their learning after showing them what is successful - the "buy in process."

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Takeaways - You should show students upfront what the success will look like. Showing them the answer if needed and then work to build them to that success.

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Key Takeaway: When students have clearly defined success criteria from the start, it sets them up to succeed. Sometimes knowing the answer guides the strategy.

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Question:

Are my success criteria student-friendly and actionable?

Do students understand why each criterion matters for mastering the standard?

When students fall short, do they know what to do next — or are they waiting for me?

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Key Takeaways -

We need to focus more on impact and not methods. Showing students success can give greater impact to the lesson. Gives them a clear goal

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One thing i found to be a key takeaway was where it said its all about what we want students to learn not what we want students to do. I feel this is our motto, so to speak, in teaching, but sometimes we are reminded. I found it interesting when he said If teachers showed students what success looked like up front, they could use the strategies they knew to get there.

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Lingering question:

-How do we get them to take ownership of their success criteria.

-How do we get students to know when they've reached success criteria and how can they can move forward if they haven't.

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Key Takeaway -- It's not about the task given, but do the students know what success looks like before they start the task. To me, one of the biggest motivators of students is knowing that they have completed something successfully. Something else in the video that I found interesting was when the speaker mentioned that having success criteria also helps the teacher, AND it is not cheating for the student to know ahead of the task what success looks like for the task.

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Lingering question: How do we know when to pivot this? For example kids with IEP's.

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Lingering question - What about those students who shut down after the answer is show, given, and will not work toward the success goal?

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One question I might still have is, I know he said show them success up front, but when I taught first grade math that was a no. I feel like they wanted the kids to work at it on their own, with little guidance from us as the teacher. Maybe I am not on the same track, but thats where my mind wondered.

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As I listened to the video, I realized that we cannot show the students what success looks like if we do not have a clear understanding before we teach a lesson. I had an ah-ah moment because as a teacher I have not always told them what the end success would look like. I give the why, but not what success looks like when they get there and that causes the struggle. Sometimes I am hung up on the task and not the learning. I want to be more intentional from now on to make sure students can own the learning and will be able to understand what success looks like without being told. That leads to my question.

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Lingering question - can this method overwhelm students? How will teachers best support the students?

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With more schools adopting scripted curriculum and HQIMs that do not meet standards, how is it best feasible for teachers to incorporate student success criteria actions to supplement learning in their classroom?

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Showing them what success looks like before teaching will get rid of the "unnecessary" things that do not need to be taught.

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key takeaway........he talked about what success looks like and that success needs to be shown and not just expected for the students to know.

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Lingering Question: Would it be okay for the students to create the success criteria because success criteria reminds of the norms that a group of teachers might create to make sure their meetings are successful.

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Key takeaway: show the student what each success looks like, what it means to get an A, B, C, etc. This clarity sets the bar for students and they can see what they need to do to be successful.

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How do you show them what success looks like in a manner that creates "buy-in" and gets them to want to succeed?

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Key Takeaway: My practice of previewing our day from beginning to end is helpful. I do this out of habit and even courtesy, but I am not sure I saw it as mandatory. Right after the warm up, telling the students how to "win" in my class that day is telling them what success looks like for the day. The bell ringer is almost always trying to find out what they already know before we begin.

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Lingering Question: How do you adjust to your lower students, in a way that they don't feel less or unsuccessful.

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lingering question......how to get the kids that give up to the point of not giving up and learning/doing the steps to success.

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Lingering Question:

How can I make success criteria understandable to my students (teach them how to recognize end success without telling them?

What steps can I take to start instilling this in them?

Is there a certain model that helps with this?

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My key takeaway is that we should make sure that the students know exactly what it is that we consider for that lesson/unit success criteria by demonstrating or showing them what it is, instead of it being a guessing game. That wat the students know exactly what they are working for.

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Lingering Question: How can I better do the why we are learning this. I usually explain how the learning fits into the unit, but I need to ponder the why so I can better explain it each day.

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Key Takeaway:

Success criteria and learning intentions go hand-in-hand. Students should be shown what success looks like for certain tasks. As a math teacher, I love the idea of giving students the final answer to a problem and then asking them to strategize about how I arrived at that particular answer.

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Lingering Question:

What is the best way to motivate ALL students to want to be a part of setting success criteria, especially when teaching a subject/topic they are not interested in?

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One thing I got from this video is that teachers should have a clear understanding of what success looks like and you must show the students what the success criteria look like. The students should know what and A, B... looks like so that they can achieve it.

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Lingering question - He mentioned that the students were making the success criteria. I worried if that would kinda like the blind leading the blind. Maybe give them examples and let them decide which they feel is the one that would be success for what they are learning.

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A key take away for me was that you have to show the kids what success looks like. You have to show them examples of what an A looks like vs. a B. We don't usually take the time to do that as teachers.

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A question that I have about the success criteria is that I wonder how many students are going to try to "mimic" the examples of success rather than focusing on what they have learned.

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Lingering Question:

How do you motivate those students that are below grade level to want to achieve the success criteria or even how do you get them to understand what the success criteria is?

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Key Takeaway—Show students what success looks like. Period.

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Students learn the best when they understand what success looks like. Knowing this gives them the expectation which calms their insecurities about the assignment, but also clarifies that which is expected. It's not enough for us to just share objectives. Students need clear criteria that they can use to self-assess. This gives them ownership of their own learning.

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Lingering Question: Is this feasible with the way that some of the HQIMs are set up?

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Success criteria are the clearly defined learning targets and goals that describe what students are expected to learn and demonstrate. Success criteria benefits students by making learning goals clear and attainable, while also guiding teachers to deliver purposeful instruction.

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Lingering Question: How do we balance giving student ownership with keeping learning (especially inquiry) rigorous and aligned to our standards?

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Key Takeaway- Teachers need to show them upfront what success looks like. Give the exemplar. This is not how we have taught for so long. But they will strive to make sure they achieve.

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Question---If we are going to give them the exemplar, how can AI be used as a device to help make life-long learning meaningful? Is it cheating or not?

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Key Takeaway:
"A key takeaway from the video is that clearly defined success criteria not only guide students in understanding what quality work looks like, but also make learning intentions transparent, empowering students to take ownership of their progress."

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When you have an idea of what success looks like, you are more likely to get rid of the stuff that doesn't matter. As a student, this builds confidence because the mystery is exposed. You know where you are going. As a teacher, this will help you stay focused on the learning target/targeted intervention.

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Lingering Question:
"How can teachers give success criteria while still letting students truly own their own learning?"

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How can I use success criteria to help my students take ownership of their learning and monitor their progress?

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Since it is about what students are supposed to learn and not what they are supposed to do, should our learning targets be more like real world situations instead of I can or I will?

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Key Takeaway: Provide students with a vision of success from the beginning, and then support them in working on the strategies that will lead them to that goal.

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Lingering Question: What strategies can we use to make success criteria meaningful for students as they monitor their progress in real time?

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When he spoke of success criteria, I thought about the importance of teacher modeling or mentor texts in the English classroom. They become life long learners when we teach them how to own the learning. One of the issues of teaching the end product at the beginning of the lesson is making sure they can't copy. As an English teacher I have noticed this when I give a mentor text in writing.

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Key takeaway: Students should be shown the success target before they start so they can judge their own progress. The goal should be about the learning rather than the task.

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Key Takeaway: If students know and understand what success criteria is and what high quality work actually looks like with explicit and clear learning goals like it becomes more meaningful to students which empowers them to take ownership of their own learning and self monitor their progress

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Question - In practical terms - how do I systemize them checking on and judging their progress?

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How can we adapt and modify this process for students with a wide variety of needs and/or disabilities so that it is meaningful to them as it applies to their IEP goals and objectives?

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Key Takeaway

Why should we be the only people in the room to know what success looks like. The students should have a visual criteria of what we consider success.

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Lingering Question

He mentioned that the students could be the ones defining what success looks. I wonder how this would look across grade levels and how you would get all students to buy into helping make the success criteria.

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It is important for students to know the task, but it is just as vital for them to know and understand how to successfully complete that task. Clear understanding of how to successfully complete the task helps the teacher and the students.

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Success criteria sets students up for success from the start of the lesson. Students are given clear expectations for what they are learning, why they are learning and what it looks like to achieve this. This give students more power to take ownership of what they are learning, but also when a teacher has a clear understanding of success criteria they can better equipt and execute their lessons. They also can go forward with more intentional assessment of understanding because they themselves have the knowledge of the content and expectations.

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How can we help facilitate best practices when guiding a mentee in creating such a shift towards student ownership?

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How do we get students to really take ownership of the success criteria, instead of it just being something written on the board?

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In real life, most of us have models and templates to be able to work towards accomplishing a goal. It is imperative that students are able to know what the success criteria is for what they are being asked to do, and be able to know the steps in a process to achieve it. If we also use out knowledge of where students are, we can show them how they are all achieving success even if they are not all on the same level.

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How do we motivate struggling learners skill and will alike, to take ownership?

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Takeaway- Success criteria give students direction or an endpoint. It makes the learning more concrete in a way. I liked how he focused on efficiency in the teaching rather than just marching through prescribed activities regardless of the student's starting point.

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You should lalready plan what sucess looks like for standards before they begin working. Students should know also.

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Questions- When presenting success criteria, should I be shifting my approach to less whole group and more small group- particularly in math- to meet students where they are to help them reach the end learning in the most direct way. Should I drag kids through a lesson who could meet the success criteria from the beginning of the teaching?

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One key takeaway was how important for us to define our success criteria and to ensure that we are moving student to and beyond that. Success must be defined and our teaching/strategies should be geared toward that goal

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Key Takeaway

Students need to understand what is expected so that they can focus on the task instead of having to decipher the task. This can be as simple as providing the criteria for success.

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Lingering Question

How can I make success criteria make sense to students when my criteria is esoteric especially in a musical ensemble setting?

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A related challenge is how to support a mentee, especially someone who has been teaching for over 30 years or more- in shifting toward student ownership. Many veteran teachers say things like, "That's too much work," or "My way has always worked, so I don't need to shift." So the question becomes "how do we coach/guided educators toward best practices that promote student ownership, even when they're resistant to change?

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Key Takeaway: If students can't explain the success criteria, they can't own the learning.

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Lingering Question: How often do we use success criteria as a tool for feedback and self-assessment rather than as a checklist at the end?