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Professor Hattie on Communicating the learning target

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John Hattie Learning Intentions & Success Criteria

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Students know and expect what they are learning. The daily log is kept by Senora's students. Wilcox writes them on the board on top of notes. Hansen links them in the doc for the unit. They show up on all of the assignments and assessments we do.

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The goal is to give a Unit Plan at the beginning of the study to direct student learning. They can be helpful any time before the exam.

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Wilcox's reflect on the unit plan after each quiz on a 0 - 4 scale and using words. Hansen has them reflect on their "proof" of each learning target. Senora has them reflect on the end of the unit. This is necessary so students know where they are and we know. For example, Senora added counting to 100 to her class after reflections said they didn't know how to do so.

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Students know the idea of what the lesson is for the day and what they should accomplish.  Can review at the end of the lesson to ensure understanding.

Art- Play Kahoots/Blooket/Quizlet for review of terms.
Process- Blookets/ Mindmaps
Lowery- use unit plan almost like a review- notes are set with learning targets so they can use and reflect

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We have our learning targets on the whiteboards so our students can see them and can also look back to review.

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It is important for us to communicate learning targets to students so that know what they are learning and can gage where they are with the material throughout the Unit.

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Some of our unit plans have a "rate your understanding" section. Or our units have rubrics that students can self-assess.

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Mr. Mach begins class everyday with students self-reflecting where they are at in their learning by talking in a circle.

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Art- Students do self reflection in Brightspace.  Has to tell the process and reflect on how it turned out.  Standards are linked.
Math- formative check in- use fist of 5.

In standards based grading it is necessary to do as it allows them to see where they are at and where they need to go. It is about the learning and not just getting it done. Constraints come with time can impact this.

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We use a variety of approaches to structuring our Unit Plans. Some are using the structure we were given several years ago that include the reflections for each standard. Others list the standards and connect them with specific activities within the unit rather than just on the plan.

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We are working on getting comfortable with SBG and therefore are needing to get to a better place when it comes to regularly including this in our process.  In some cases it comes down to just remembering to complete this step.

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Show them what success looks like. Senora shows it in English so they have see what success, but they have to do it in Spansih.

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Self-Assessment/Self-Reflection are used to help students reflect on their learning. As far as is this necessary as part of Standards Based Grading, we would say yes. Because reflection is an important part of learning even if its not directed at a specific learning target.

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Is this referring to the idea of no surprises? Success criteria should be decided on before and activity with student impute. Do examples limit creativity?

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Being as transparent as possible.

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The idea of giving them a problem that is already worked through to learn from is interesting. However, there are too many resources that help students get answers without actually working through the struggles of solving the problem.

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By showing examples of different levels of work and by sharing Unit Plans that layout what we are covering at the beginning of each unit.

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Let them see the end project/result!
More conscious of showing rubrics

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Being clear and concise. Providing as many resources as possible.