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We are learning...
I can...

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We are learning...
I can...

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We are learning with the I can under

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For the learning target, does it have to be a new one for each day? I see some that have new ones each day and I see some who just change the success criteria each day.

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For the learning target, does it have to be a new one for each day? I see some that have new ones each day and I see some who just change the success criteria each day.

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We are pretty consistent with our language.

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We are pretty consistent with our language.

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Some are adding visuals to the learning targets

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Some are adding visuals to the learning targets

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Are some of these becoming too wordy?

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Get a handle on prioritizing verbage, # of I can statements, long I can statements:

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Get a handle on prioritizing verbage, # of I can statements, long I can statements:

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What do students NEED to know?
Mindful of DOK levels in I Can statements
If I have a long list of sentences, how do I know what is important to me today?

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everyone is using the same language, across grade levels and specialists

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everyone is using the same language, across grade levels and specialists

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I liked simple and visuals so that is probably what the students will be looking for.

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I liked simple and visuals so that is probably what the students will be looking for.

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Others are using a checklist format to show next steps and how the success criteria is connected to the Learning target

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Others are using a checklist format to show next steps and how the success criteria is connected to the Learning target

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creating consistency and stability with clear expectations

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creating consistency and stability with clear expectations

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although we are using the same language is this helping prepare our kids for the future where in MS/HS and beyond the language for tasks will most likely be different

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refining how to display and write engaging/ purposeful learning targets

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refining how to display and write engaging/ purposeful learning targets

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adding visuals

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The majority of us are using the same language of we are learning and I can

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Continue creating LT and SC for new content and units.

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We are learning and I can on anchor charts not just the board

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Similar format with learning target and bullet points for success criteria

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carefully considering how are each of the success criteria are measured

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What strategies are we using to introduce them or even create them with students? Or worded in a different way, how is our work translating to student ownership?

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What strategies are we using to introduce them or even create them with students? Or worded in a different way, how is our work translating to student ownership?

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Are models and "steps" part of the success criteria that is to be posted with each lesson??

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Are models and "steps" part of the success criteria that is to be posted with each lesson??

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Adding visuals to the learning targets

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How can we ensure that the lists of success criteria are not too text-heavy for students to take in?  How are students interacting and taking ownership of the learning target and success criteria?

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How can we ensure that the lists of success criteria are not too text-heavy for students to take in?  How are students interacting and taking ownership of the learning target and success criteria?

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Less words

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Adding visuals/examples. I need to think about space to make sure these are provided. 

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Adding visuals/examples. I need to think about space to make sure these are provided. 

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specific about aligning success criteria to learning target

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specific about aligning success criteria to learning target

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Systemic understanding of learning target and success criteria usage- how often is it being changed? How broad will the LT be?

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Systemic understanding of learning target and success criteria usage- how often is it being changed? How broad will the LT be?

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should we be listing ALL of our success criteria at once, so students know where they are going with the learning towards the target, or only do one per day?

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should we be listing ALL of our success criteria at once, so students know where they are going with the learning towards the target, or only do one per day?

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Get this firm in main subjects/whole group (math,literacy) before attempting to move it into individual groups with all different LT

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How are our kids interacting with these?

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How are our kids interacting with these?

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Use of some indicator to acknowledge what I Can statement we are on as a class  (the clothespin or a magnet to move up, down, etc...)

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Use of some indicator to acknowledge what I Can statement we are on as a class  (the clothespin or a magnet to move up, down, etc...)

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I wonder if consistency in the way we display Learning Targets and Success Criteria would help both teachers and students

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I wonder if consistency in the way we display Learning Targets and Success Criteria would help both teachers and students

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Are the children able to remember and recite all of this for every subject? Is it necessary to have them memorize and recite, or is the actual learning more important?

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Are the children able to remember and recite all of this for every subject? Is it necessary to have them memorize and recite, or is the actual learning more important?

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developing a way to use different language but keeping it similar.  

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developing a way to use different language but keeping it similar.  

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I like that there is consistent use of we are learning and I can, but it allows for a wonderful differentiation between teachers and grade levels!

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Creating examples for what the success criteria looks like

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wondering if I can use a slide for each subject.

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wondering if I can use a slide for each subject.

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Wondering if in Google Classroom there is a better visual way to share learning targets since it usually looks blah.

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That the success criteria doesn’t become too text heavy and bogged down with words.

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Discuss how we have students connecting the learning targets and Success criteria to their independent practice

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Discuss how we have students connecting the learning targets and Success criteria to their independent practice

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create extended success criteria for each learning target

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create extended success criteria for each learning target

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How are we monitoring the success criteria?

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How are we monitoring the success criteria?

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Find a way to have a separate learning target & I can anchor chart from the content anchor chart so there isn’t so much information on one chart.

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determine what the expectation is for listing/stating success criteria (all at once or one at a time), and determine how we can check to make sure students are meeting those success criteria

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determine what the expectation is for listing/stating success criteria (all at once or one at a time), and determine how we can check to make sure students are meeting those success criteria

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The common language we are learning; I can

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The common language we are learning; I can

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Maybe include pictures with my LT/SC

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We could focus on how our students can  engage/interact/take ownership of the success criteria.

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We could focus on how our students can  engage/interact/take ownership of the success criteria.

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And related: how can students self-assess their learning?

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Looking at it from an ELL lens, do we need more visuals for our ELL students 

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Looking at it from an ELL lens, do we need more visuals for our ELL students 

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None of them talk about the "why" E.g. Could we add as a school, "We are learning....BECAUSE....."?

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None of them talk about the "why" E.g. Could we add as a school, "We are learning....BECAUSE....."?

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Is the vocabulary grade level friendly?  

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Is the vocabulary grade level friendly?  

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Does success criteria have to much detail?

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to add some visuals at times when it will help with vocabulary.

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to add some visuals at times when it will help with vocabulary.

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Discussion and learning on how many LTs and SCs we need in each unit..

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Learning Targets and success criteria are clearly coming from essential learning - using educational language

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Learning Targets and success criteria are clearly coming from essential learning - using educational language

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Is using the "We will" language really referring to understanding, or just skills and application

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Is using the "We will" language really referring to understanding, or just skills and application

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what is working and what is not working for the students.  

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what is working and what is not working for the students.  

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Are students making connections to targets/criteriaa?

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We seem pretty clear with the difference between a learning target and success criteria.

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We seem pretty clear with the difference between a learning target and success criteria.

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Considering: how much of teachers time is devoted to creating these? Sharing time-saving strategies for creating and posting.

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Considering: how much of teachers time is devoted to creating these? Sharing time-saving strategies for creating and posting.

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Are we systemic with all subjects and all areas?   

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Are we systemic with all subjects and all areas?   

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disconnect from sample, example, rubric anchor charts. How to keep these Charts connected (physically and visually) connected to the learning of the day.

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disconnect from sample, example, rubric anchor charts. How to keep these Charts connected (physically and visually) connected to the learning of the day.

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who is this for? students or the evaluator?

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who is this for? students or the evaluator?