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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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Show students up front what success looks like. It creates life long learners.

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Teachers who know what success looks like at the beginning are more likely to teacher and motivate students to be successful.

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How do we model accountability for students to ensure that they are able to do it independently?

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The gradual release method: I Do, We Do, and You Do--works the same as the Success Criteria. It allow for students to feel successful before you ask them to accomplish the task at hand.

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How do you get kids to be self motivated? Self monitor? Self access? Is this taught or learned by example? We live in a world where kids are given information and they do not have to do any thinking. How do we get that back?

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A takeaway I have is we need to show students how to be successful. They need to know the steps.

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Students need to see what success looks like before they begin. Success criteria should be over what they are supposed to learn not what they're supposed to do.

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How do I get here with my first grade students?

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I agree with showing the students good examples of success. That is how my curriculum teaches writing essays. I show them what a good one looks like and we examine it and really dive deep into a good one before they slowly begin writing their own.

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Teachers should show students up front what success would look like. This motivates students.

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How do I help my first graders take ownership of their own learning and engage them? Some of mine are so little they just want to play still, and find it hard to realize they need to care about learning.

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Students often give up because they don't know what success looks like. Show them the success criteria first and then focus on strategy.

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A lingering question I have is..."Why does he think that most teachers keep their learning criteria a secret?" We have posted the standards and broken them down for students for years. I don't think we keep anything a secret. We justify our learning to real world situations all the time.

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It's not about the task, it's about the learning goal. My classroom and teaching should shift to focus on goals and not necessarily at the end. Growth is our goal and it looks differently for all students.

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Key takeaway: What are they supposed to learn versus what are they supposed to do? Show them what your expected outcome looks like at the beginning. What does an A/B look like?

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My takeaway is it not about the task, you show the students what the end looks like. You set them up for success and model it.

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I think this concept is easier for some grades and subjects. I teach literacy. How do I make this work for me?

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My question is how do you motivate them to do this on their own?

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What do we do when students have given up and is not self-motivated to try and be successful?

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A key takeaway from the video is to show students what success looks like and get rid of the things that do not matter. It isn't a secret. Students need to know what is expected of them.

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How can I show students what success looks like? Should it be a tracking system, an example, etc.?

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How could I accomplish this in my curriculum?

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My question is, "How do I motivate students and teach them to self-monitor?

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As far as showing lower level elementary students what the expected learning outcome looks like, should we give them a simplified rubric? I know for 2nd grade we always gave them a rubric of what to have for a 1/2/3/4 for writing. For a kindergarten or first grade assignment, would you make a graphic organizer check-list with all the components you are wanting in the final product? You could model for them how to use the organizer and give an example each time also.

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Success criteria should reflect more of what students should learn and not just what they are supposed to do. Show students where they are going with their learning will help motivate their success.

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Show them what success looks like. It doesn’t need to be a secret.

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We must guide students to a level of confidence before we release them to work independently.

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How do you motivate real self reflection from students?

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What does student ownership & success criteria look like in a kindergarten classroom?

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I like what he said about showing students what success looks like. I've actually done this in the past, and it works. I've used in writing. I would for my students to show them they can write, too, with practice. I like the idea of showing students how to be successful up front.

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How can teachers make students understand the importance of self-reflection?

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I want to know what some of the teaching skills are he mentioned. The video cut off. I'd love the full video.

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If the students know what the expectations are and how to be successful it motivates them and keeps them from being frustrated or confused on what we are asking of them.

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We need to show the students what success looks like. I know as a math (geometry teacher) I can give them the answer but I ask them to show me how they got there. I am a huge fan of showing work on paper.

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Success criteria and learning work together- one cannot exist without the other.

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Teaching kids upfront is modeling. Modeling in front of students whether it be whole group or some may need more one on one. All of that comes with teaching the standards..examples etc

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His statement that kids can't self-evaluate/monitor if they don't have a target to do it to really struck me because in my current class, self-evaluation and monitoring is a huge deficit, and I will now do a better job of ensuring that students know (can explain on their own) what the success criteria is so they can have a better guide when self-checking.

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For many students, learning can seem scattered or disconnected. My goal is to help them see how each piece connects to mastering the skill. Its okay to let go of what isn't essential- I need to focus on cutting the fluff.

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How can we encourage the students that don't have the support at home to try and be successful and break their habits of being apathetic?

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As a K-3rd grade music teacher I am able to scaffold not only within the year but over the course of several years. I feel I do a good job of making success criteria clear, however I rarely formally assess my students. I also view my class as a safe place to fail. I think students need to be able to come back from failure and try again without embarrassment or shame. Therefore my assessments are usually through observation. Should I be doing more formal assessments even though my students don't get grades and I'm not always seeking mastery?

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Showing students what success looks like in terms of the standard being taught. I want to incorporate this more in my day to day lessons.

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What does he mean by showing the students what an A looks like on an assessment? Does he mean work it with them before hand, show examples questions and answers? I feel like teachers do that throughout their teaching and then on assessments is where you see what the students know.

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How can you make students part of the "What does the success criteria look like?" discussion if they are strongest at parroting rather than independent thinking? How can we develop them away from that lower-level response style?

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How do we get back critical thinking and self motivation? With the access to technology kids are often instantly given an answer without thinking through is it correct? Do I know how they achieved that answer?

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Teachers should start with the end in mind. Show students from the beginning what successful understanding of a skill or concept will look like and allow them to work through the process of getting to success. The key to success for students is the knowledge of what is should look like as demonstrated by the teacher. It is not a secret to be kept. This efficacy of utilizing strategies will not only build confidence in students but also create learns that have ownership in the process for a lifetime. Teachers go first-understand what success will look like for a task and share that knowledge with their students.

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Show the students the end goal-what are you going to learn and what does it look like. It's not a secret.

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What does the success criteria and ownership look like for first graders?

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Learning is more interesting than doing. Most of the time we focus on the doing. Students need to know up front what the learning target is, what success looks like, and then supported by instruction to get there.

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How do you involve students in determining success criteria? How do you motivate them to work for the learning not the grade? I was not ready for the video to end. I need more!

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How do you help other teachers to see the benefits of creating student ownership and success criteria when they are resistant to implementing in their own classroom?

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My take away is the importance of the teacher modeling what success looks like! Sometimes we don't fully understand the task or concept until it is modeled for us.

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How do you get kids to want to be successful and take ownership of their work?

This is definitely a challenge because I see many students who just don't care. I know it starts with trust and building a relationship with them, but sometimes that doesn't seem to be enough.

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I loved when he said, "what's wrong with letting the students know what the end is?!" I get this - I feel sometimes we teachers can miss it because of the way we were taught "how to teach." This video really got my wheels spinning.

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My takeaway is to make sure include what the expected success looks. So, the students can obtain. Also, my teaching can create lifetime learners.

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Success criteria - I am wondering what exactly that looks like for students - how can we teach them to understand that?

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Examples of success can help students.

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How do I help others learn the importance of this?

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I love the idea of showing students what success looks like. They sometimes need to see what an A, B, or F answer would look like. It is especially helpful when teaching students how to answer open response questions on the ATLAS. Some think "I put it in the calculator" is enough!

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How can I create student ownership in a culture that tells them not to care? So they can understand that their efforts make them grow. What routine or system can I create to help students track their own progress toward mastery of each standard?

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How do I take students who do not care and have no motivation to learn and make them strive to find answers and be committed to learning for themselves?

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If a student is going to do well on something, they have to know what they are reaching for. It sets a bar for them. This is seen in all aspects of life.

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Would this not be the same as a grading rubric?

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A takeaway is to model examples to demonstrate end goal and encourage students.

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How to promote self motivation and work ethic?

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Teacher needs to model what mastery looks like in order to motivate students

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I do, we do and you do is an effective method to allow students to feel comfortable with the material before they are expected to be able to individually preform on the lesson points being taught.

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How do I teach other teachers the importance of this as a teacher leader?

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How to I help students be self motivated when they have not been held accountable up to this point with this?

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How can I model my mastery skill from the beginning, get students to buy-in through gradual release of instruction to make sure they really take ownership in mastering the skill? I'm excited to get started!

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We work from end goal back!

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gradual release.... I do we do you do

Student success, and showing them what that looks like is so important