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Liz-Did you have the opportunity to share the video yet with your teachers? I was thinking of doing the same. If you did---what were their takeaways?

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I agree with both of you in allowing students to help create the success criteria, eventually. I want to make sure teachers have a good understanding of it first. I believe this all ties in so well with visible learning as well, and students becoming responsible for their own learning. :)

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I started to introduce Feedback and Success Criteria in the first semester to my teams. I had some teachers who fell in love with it, and wanted more info and to work on it more together. Before going further, I wanted to make sure this was an ok to do and dive into more. My plan is to introduce this again starting next year, and I am hoping to have more teachers adapt this right from the beginning of the year. THEN, once they are comfortable, having student help them create them. This is giving the students control of their own learning.

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While watching these videos I started to think about how I can guide my resource teachers to do this successfully. My first thought is how the students in the videos seemed to really know & understand the expectations. For any student, especially students in special education, setting the expectations from the start is most beneficial, but to do so, I must begin discussing this with the teachers now.  Recently, we have been looking at the students knowing the ‘why’ behind what they are learning. They have been trying new strategies and many have seen student growth, so I feel that they will be on board to grow even more. Successfully implementing success criteria isn’t something that can be done overnight, but if I begin the conversation now, next school year I can continue to work through the phases for them to implement it successfully, with student growth.

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I love the things you are trying with your teams, Melissa.  I have done mixed team meetings - same subject, different grade, but not mixed-up subjects and had teachers work together like that. I think that is something I may try next year as teachers seldom have the opportunity to view other teachers' lessons and give/receive feedback.

Thank you also for sharing the questions to consider, and the suggestion for a PD on Success Criteria. I think adding in Learning Intentions would be good too - thinking of the pic Jamie shared - as this is a different way of learning/teaching than objectives and rubrics.

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I love the idea of teachers introducing success criteria to our students and allowing students to determine what deep understanding would look like on a particular subject. Many of the elective courses are project based so they lend nicely to this. It would be wonderful to have students help create the rubric for these projects very much how the students chose the exceeds, meets, below expectations in the video.
I have not discussed success criteria in detail with my teachers but love the idea of showing and discussing these videos in our next PLC. This week I mixed up my teachers between subject areas and they worked on improving a lesson for next year. Each teacher had 12 minutes to share and discuss the lesson they brought while 2 team members offered feedback. The focus was on visible learning and how the teacher could see students were in fact learning. The questions to consider are on the image above.
I would love to see a strong focus on Success Criteria next year. Maybe a PD in Aug/Sept and a continued effort in PLCs throughout the year.

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Julie, I couldn't agree more with your entire first paragraph! Engagement is a common struggle here and I'm glad to hear success stories from Agora teachers that I can share with my teachers to help get their buy in from the get go!

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Jesse, I'm so glad to hear that your impact cycle teacher is increasing engagement after incorporating LI & SC. Engagement is the #1 issue I hear from my teachers so this is a great way to get buy in from them!

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I attended John Thomas' pathway on Feedback and Success Criteria and I'm hoping to share the condensed version with my teams as they start thinking about how they will begin next school year. Unfortunately I only see a handful of my teachers using LI & SC right now, and all of those are given to the students. I am looking to differentiate my coaching next year (fingers crossed it works the way I'm thinking it can) so I would like to introduce LI & SC to the teachers who don't currently use them and then get the teachers who already use them to shift towards having the students create them.

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Thank you for including an example of how your 5th grade science teachers are implementing LI and SC into their instruction. It's wonderful to see it in action. From VL and discussions about clarity we've seen how much being straightforward with our students helps them to focus and take control of their learning.

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Liz,

I agree teachers need good modeling!  Sometimes they need it even more than our students. Being able to see a strategy or concept in action, especially in our setting, is invaluable. Showing instead of telling is such a critical part of making instruction visible along with learning. It also breaks down resistance and makes it harder for teachers to lead with why they can't do something.

Anna

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I love that you pointed out how growing this strategy would be an advantage for not only students but for their learning coaches. I agree, this would be invaluable to them as well!

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Do we see this in our classrooms?
In the form of learning objectives we see it, but our lesson plan template doesn't require success criteria. Having been reading Visible Learning Feedback, I've been diving into some of this more deeply with impact cycle coaching teachers. Having them rethink objectives and performances task in terms of learning intentions and success criteria. There has been increased engagement, students have given positive feedback overall, and earning more participation points than at any other point in the school year.

Would this benefit our students?
One of my impact cycle teachers in particular is practicing utilizing learning intentions and success criteria, and there is marked improvement with her class engagement overall, as well as participation and successful completion of performance tasks. One of her opening slides lists "what are we learning today?" and then "how will I know I learned it?" After using this for a few weeks she asked her students to grade her as a teacher and the new slide and she got a 5/5 stars, the kids all loved the new approach.

What tools or resources could we use?
These videos are a great resource. The book Visible Learning Feedback has been an eye opener for me personally, and I haven't even finished it yet. Attempting to coach my impact cycle teacher in this area, has proved challenging due to the verbiage on our lesson plan template. So I settled on likening learning intentions to lesson objectives, and success criteria to performance tasks. The Visible Learning Feedback book, I highly recommend to all. While we've all dived deep into VL content areas, the Feedback book gives deeper recommendations surrounding how important it is to utilize setting learning intentions and success criteria, how to appropriately and effectively utilize all types of feedback to leverage positive learning outcomes, as well as how important it is to normalize making mistakes and learning from them.

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Our 5th Grade Science teachers have been applying Learning Intentions and Success Criteria into their lessons. This is one recent example. I think it really helps the students to think about the learning and the outcome in a more simplified way. I would like to dive deeper with this group and see if the students can help develop the success criteria to increase the self-motivation. It will also help them analyze the Learning Intention.

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Thanks for showing us this example from one of your teachers' classrooms, Jamie!   The vocabulary is so much more focused and student-friendly. It not only gives more students the opportunity to access and internalize what it is they are going to learn, but I believe it will also be easier for teachers to assess.  I am trying to provide my teachers with as many examples as possible, so am taking a snip of this to show them! :)

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Oftentimes seeing is believing! Success Criteria and Learning Intentions are something that we have talked about within the VL pathway Melissa and I taught as well as in my team and Impact Cycle meetings but these videos move the terms from the theoretical to something that can be done seamlessly in a classroom. Watching the videos demonstrates how enabling students to take ownership of their learning can be impactful.  Use of Success Criteria as an integral part of the instruction can be put into practice. Watching as the students co-construct their criteria shows how this small change in mindset can dramatically effect the depth of concept understanding in the classroom. The teachers observed in these videos had built the practice into their instruction so that the students understood the expectations and were able to construct success criteria that fell within the teachers learning intentions.
Do we see this in our classrooms? Unfortunately, not yet but I do see the shift in mindset happening with many of my teachers. Change is not always easy and some teachers are more set in their ways than others. Having teachers that are trying new approaches and implementing them in their classrooms share with their teammates has led to more change happening. Expanding on that and drilling down on peer to peer sharing and support is my focus now and in planning for next year.

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Implementing success criteria in classrooms would not only benefit student learning but also engagement. I like how the video introduces SC to students as simply "taking learning into their learning into their own hands and crafting their own learning experience".  The process the teacher had students go through to identify the parts of each sample writing is so much more impactful than a teacher just telling them what each level of expectation would look like.  Students were able to work in groups to discuss and create their own understanding.

I have worked with teachers in the high school in creating success criteria. We saw an increase in engagement when success criteria were put in place where students were given "I know I am successful if I can...". However, these were all created by the teacher. I think it would be so much more powerful if students created their own success criteria. It may not be able to happen for each lesson, but to get students to understand the importance of being in charge of their learning experience, teachers could guide them through creating success criteria together for a few lessons.

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I agree, it would be so powerful to see the students create their own success criteria! So many of our students are not self-motivated. This is hard to teach and I think this would be a great stepping stone to encourage this thinking.

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The practice demonstrated in this video reminded me very much of the TLS practice of "Power Slides." While formally TLS is program designed to take teachers through the stages of differentiating their instruction, during discussion of the "assessment" pillar, the team discussed that student should be able to understand and articulate what they are learning and how they will know if they learned it. In order to achieve this, power slides minimize the role of posting traditional "standards" in place of 1-2 "I can" statements like the ones seen in the video. Additionally, Power Slides give an overview of the lesson that is guided by assessment rather than management (another pillar). How many times have we seen agenda slides that explain how a student will be expected to manage their behavior for example: first we will journal in our notebooks, then we will pair up with a partner, and finally we will record the similarities and differences in our points on view on a Venn Diagram. This may tell students what do with their bodies, but it doesn't help them to understand how or why any of this is related to learning. TLS Power Slides break a lesson down into "check in," "check on," and "check out." At each stage of the lesson students use the "I can" statement to see for themselves what they know.

I think moving into the future it is going to be more critical than ever that students understand not just how to evaluate their own learning, but are able to see some of more of "wires" behind the magic of learning (continue to the metaphor of magic in this thread.) I remember in the past being proud when I say things like "They were having so much fun; they didn't even know they were learning." I am rethinking the merit behind statements like that. Learning is hard, but intrinsically rewarding work. Giving students the respect to let them inside the technical, sometimes messy process of pedagogy can only better prepare them learn and solve problems in their future.

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It was wonderful to watch the video of this  teacher guiding students through creating their own success criteria - which they could then apply in guiding their own work.  This was putting power for their learning in their own hands.

Something we are working on currently is ways to encourage discussion and collaboration between students, and this was a perfect model of that taking place organically.  I also loved that the final "I can" statements were simple, clear and only contained what was necessary.  Not only does this make success so much more accessible for students than rubrics - but also makes grading much easier for teachers!

I will be sharing this video with my MS teachers and expect it to be an effective springboard for discussion re: ways we can emulate this in our classrooms.  A lot of strategies that we share with teachers would be so much more helpful I believe if we could find exemplars like this - and even more so if we could find /create online versions. (It isn't only students who are helped by good modeling.)

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It is important for our students to understand what they are learning.  In the video we viewed, the students were discussing with a partner the examples given to them and determining what level the paragraph was at.  With the teachers guidance they were to explain in detail why the paragraph was at a certain level and what was needed to make it even stronger.  By looking at these examples, the students knew what needed to be added to make it a strong paragraph.  This contributed to their Success Criteria.  It was all based on the activity and discussions prior to writing the last part of the success criteria.

It is too often that we tell the students what they will learn by the end of the lesson but they really don't understand what it means.  This activity allowed our students to understand ahead of time what they will need to have in their assignment.

This can certainly be completed in our setting.  We are always looking for more ways to have our students interacting with one another and this is a great way to allow them to engage in conversations.  We can have this activity done in a breakout room, then come together as a whole group.

Another advantage that I see with this strategy allows our learning coaches, who play an active role in the students everyday lessons, understand the expectations of the lesson.

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Melissa- After focusing on learning intentions and success criteria in VL and knowing that it has ES 0.88, I like the idea of always including it in the lesson. I love the idea of presenting it in a variety of ways and the elementary clip, the teacher was able to get her students to figure out the success criteria of that lesson through lots of engaging peer to peer dialogue and student centered learning. I have not seen this in my teams classes yet. I was very excited about sharing this with them and thought we can try it. I asked my ELA teachers what they thought about how we could create something as magical as that in our classrooms. They noticed that the students were engaged and they feel that we are lacking that student peer to peer dialogue in our classes. They felt like we really need to focus on this in the beginning of the year but it will vary how it looks depending on the students. They believe that it is possible but not many students have the desire to get on the mic. We did not apply this strategy, but it is something I want to implement   and see where it takes us. 

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Melissa- After focusing on learning intentions and success criteria in VL and knowing that it has ES 0.88, I like the idea of always including it in the lesson. I love the idea of presenting it in a variety of ways and the elementary clip, the teacher was able to get her students to figure out the success criteria of that lesson through lots of engaging peer to peer dialogue and student centered learning. I have not seen this in my teams classes yet. I was very excited about sharing this with them and thought we can try it. I asked my ELA teachers what they thought about how we could create something as magical as that in our classrooms. They noticed that the students were engaged and they feel that we are lacking that student peer to peer dialogue in our classes. They felt like we really need to focus on this in the beginning of the year but it will vary how it looks depending on the students. They believe that it is possible but not many students have the desire to get on the mic. We did not apply this strategy, but it is something I want to implement   and see where it takes us. 

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Melissa,
I love your use of the term 'magical'!  It does look magical to us when we see that amount of student-to-student interaction taking place organically!  I haven't shared this success criteria with my teams yet, but am looking forward to discussing the video with them.  I loved reading about your teachers' feedback on it.  We have started discussions about discussions (!) in our team meetings and how we can move into a more student-focused/student-led model.

I introduced the Reciprocal Teaching strategy a couple of weeks ago because by its very nature it teaches students not only to be involved in discussion, but to take turns in leading/ teaching each other.  It's high on the Hattie list, but to implement it successfully, the individual components of it (predicting, clarifying, questioning, summarizing) need to be taught, modeled and practiced first, and then the group sessions built gradually.  We can't go from zero to 100% in one step, but we can start small and continue to build towards a classroom culture of student discussion.

I have to give kudos to two of my impact cycle teachers who have taken this on and are already implementing activities to get started.  I will be asking them to share out with team members next time we meet.  I am hoping this will take off. We have a climb ahead of us, but we are getting over the hurdle of putting a foot on the first rung of the ladder!

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Many teachers may confuse success criteria with a rubric. But typically, teachers use rubrics as means to give a student an "A" "B" "C" based off a list of do's and don'ts that the teacher has created. Many times rubrics are used more as a compliance tool created by the teacher or district rather then the student. But, if teachers co-construct the success criteria with their students, they allow the students to take ownership of their learning by exploring their understanding of a topic/standard. The co-construction of success criteria also give the teacher a better understanding of what students know and where their misconceptions may be (what needs to be retaught or reinforced). The creation also promotes discussion, questioning and partner work in the classroom (all of which we want to increase in our virtual setting)

I'm excited to share that I have seen some teachers implement this strategy in their classrooms in the elementary school! Although I will admit, it has not been done very often, and only by a few. Those that do it, have found that their students really enjoy the process and often are more engaged with the assignment/lesson. There students are often more engaged in classroom discussion/ partner work as well. Often times teachers will co-construct success criteria for an end-of-unit project. I think it can most certainly be used on a daily bases, all throughout a lesson and can be easily incorporated into a teachers daily instructional habits.

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It is great that some of the 3-5 teachers are already implementing this in their classrooms. In your post, you stated the magic word several times-engaged! At the Elementary Level, we keep discussing ways to engage our students more-we have to engage them or we lose their focus. This can make a difference for our students! I also agree that this can be easily done in our elementary world!

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I like the idea of students constructing success criteria and then using the criteria they created to self-assess their work.

Also--allowing students to articulate "how they know," when they have learned something to create the success criteria. Then, narrowing that success criteria down to evaluate whether they will be successful writing at a college level (which is the set intention).

I think this is certainly possible in our environment. I believe the use of rubrics is one way to get there, but I would like to see rubrics co-constructed with students. Most of the rubrics I've seen thus far have always been given/delivered to students--not co-constructed with them. One quick way to introduce success criteria in an online setting is by using "I can..." statements for the learning intention of the day.

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Would co-constructing the rubrics together actually turn the rubrics into success criteria? I'm thinking this may be a great stepping stone.