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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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Success criteria are what the students are supposed to learn, not what they are expected to do.

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Success criteria is what the students are learning not expectations.

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We use Visible Learning here and providing Success Criteria to students gives them clarity on what they are learning and expected to do.

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How can we scaffold co constructed success criteria in kindergarten for student friendly and standard alignment?

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If you know what success looks like, you are more likely to get rid of the stuff that doesn't matter.

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Begin with the end in mind - be upfront with students and tell them what success looks like that way they know what they are working towards.

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"When kids know what success looks like before it starts". I love how Hattie talks about students needing to know what they are doing and why and explains that students who know what success looks like are more likely to succeed, teachers who know are more likely to cut the useless fluff.

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Show them/model what success looks like from the beginning!

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Lingering Question: What if the success criteria looks different for some students compared to others?

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Key takeaway: Show students what the end product looks like. Don't be afraid to show them what success looks like. We want them to be successful.

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If kids know around 60% of what is being taught already, how to we get that information from the students, when they don't care to recognize the fact they already know what we are talking about?

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If you're focused on what success looks like, you're more likely to get rid of what doesn't matter. Because anything unnecessary muddles and takes away clarity of what they are learning.

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Success for one student is not necessarily the same for another. How do you fairly grade critque "success"?

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1. Know what your students already know so you can accurately determine what success should look like for them.

2. Show them early on what the success should look like... don't wait until the very end.

3. It's not about the task but the success!!

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How do you manage student success when student effort is lacking...they do not care about being able to write!

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Lingering Question: How do we use success criteria in ways that promote student ownership of learning, rather than just compliance or completion?

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I like that students should see what success looks like before starting the task and having them contribute to that process.

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Success criteria: When students know up front what success looks like, they are more likely to put in the work to get there. It's not a moving target anymore.

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We all know that every kiddo is different and success is very different for each and even from year to year.

How do we prioritize success based on where our kids are now and what the state has set as a generic level of success without the knowledge of real kids like we have?

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Success criteria is what are students suppose to learn, not what are they suppose to do.

The students should know what success looks like. Show them what they are learning.

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Front loading information before you teach the content to let them know what success looks like.

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If we share learning intentions without success criteria, students don’t really know what the target is. It’s important to make the difference clear between what we want them to learn and what we’re just asking them to do. This way, students aren’t left guessing what’s expected.

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Show the kids what success looks like from the very beginning. This cuts out much of the unnecessary "background noise."

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Showing what success looks like upfront!!! It's not about what they do, it's about what they are going to learn.

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Show the students what success looks like. Model that expectation.

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Retain better teaching skills to be able to see what kids know and what they are just repeating.

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Key takeaway - Begin with the end in mind - leader in me habit. Students should know about the questions on the test - it should not be a secret - it should be success!

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Students need to know what the finish line looks like so they can run the race.

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Key takeway: To support student success, clearly communicate the sucess criteria. When students understand what is expected of them, they are better equipped to take ownership of their learning.

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Key Take Away: Learning intentions without success criteria is hopeless. Show them up front what the end product and success looks like. Model that for them!

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It's okay to show students what success looks like before you even start teaching it. They need to know what is expected of them.

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Show what success looks like in the beginning to guide them to reach it fully.

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Lingering Question: How can I empower my students to track their own growth and success? How can I use formative assessments to help them see where they are succeeding and provide meaningful feedback to drive learning?

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Success Criteria: SHOW THEM! Show students what success looks like. Students need to know what they are doing and why they are doing it. When the students know what this looks like they are more likely to be successful.

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What does true student ownership of success criteria look like in a lower elementary classroom?

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Lingering question is what if success is shown differently for different students?

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Key Takeaway:

Success isn't what students are supposed to do, but what they're supposed to learn. We should be starting with what success looks like and working backwards. We backward map in teaching, but we don't often begin that way with our students.

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How do I make 5th grade ELA skills/standards relevant to students (and their families) that do NOT care to read & want to write/elaborate...student ownership???

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How can we close the gaps using success criteria and move kids to self-assessment and determining next steps in their learning? In CTE, that looks like industry certifications, skills labs, and check-offs.

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Students need to see what success looks from the beginning.

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It is not "cheating" for students to know what the end result should look like. It's important for them to know what success looks like and how they can get there.

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Lingering Question: Does success criteria look the same for every student?

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We must model success for students, or inform students of expectations before the lesson.

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I have to ask myself, what is my intention for this lesson today? Am I doing it with the purpose of student success? Am I giving them what they need to succeed? Do my students understand their role in their own learning?

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How do you encourage success when student effort isn't there? Getting all students motivated to reach success can be a challenge.

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Success is not what the students are doing but whet they are learning. Students should know upfront what successful learning looks like so they can monitor their learning and know when they are successful.

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Lingering question: How can we ensure that all students not only see the success criteria, but truly understand and use it to guide their learning?

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How can I provide criteria for the different levels that my student are at to encourage grow with "scaring" the students that feel unsuccessful.

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How do I model success for different learning levels?

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Lingering Question:

Is success objective? Should we be showing students a general model of success while also having them reflect on what their personal success would look like? How do I model that?

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Positive results will come from teaching kids upfront what success looks like.

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How do you keep them motivated once you have shown them what they need to be successful?

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Key takeaway: You have to show your students what success looks like before they even begin!

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Lingering Question: I teach first grade, and success looks a lot different for each student as I am sure that it does in many other grades. How do I model that and make it first grade friendly to match first grade standards?

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Success is not necessarily the same for all students. How do I model the varying types of success in my classroom?

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It's not cheating for students to know the desired end result. When students are able to see what success looks like, they are able to take accountability for their learning.

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Question:

Is the level of success different for each student?

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Lingering question:

How do you ensure students are truly taking ownership, especially when you give them the success criteria upfront?

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How do I motivate students of different levels to reach success?

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Lingering Question - how to gain student ownership when knowing a student will score poorly on the assessment? Can I help to motivate those students whose ownership/motivation is not present by letting them know openly about the assessment?

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Am I teaching lessons in a manner that provide student success? Am I giving them the needed tools for success? Do my kids understand the importance of what they're learning?

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Students need to know what success looks like so they will know when they have achieved success.

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Lingering Question:

How can I encourage student ownership and guide them toward the success criteria?

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Lingering Question:

Does knowing the end result detract from the process of getting to the end result?

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Lingering Question: How do you keep students with learned helplessness encouraged and motivated? Are there small steps we (teachers) can take to encourage these students that they are capable of the end result?

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Students deserve to know what success looks like. Don't keep it from them. Show them, tell them- then they can reach for it. They want to know. If I know and they know what success looks I can cut out all the extra.

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Success criteria are what students learn, not the task, and students should know the criteria ahead of time.

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When we had tracking charts in the classroom, I used the tracking charts as well as student goal sheets and a unit map. Students would use stickers on the tracking charts, I would initial their goal sheets, and they would color in their maps. This is for high school. It really motivated students to take charge of their own learning. Now that I can't post these things on the wall, I have not found a replacement. How do I motivate students to take ownership? (This is an extension of something he mentioned.)

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Show students what success looks like before we begin the day. Show them what they will be learning, then engage in the process of learning the material.

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Question:

How do I keep students motivated that are not at the same level as most or those that give little effort?

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Lingering question: How do we encourage student ownership? If we show them HOW to be successful, how can we ensure that students will take ownership to learn the steps to achieve that success.

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Success Criteria is about learning something not just doing something. Show them what success will look like and they will find a way to get to that success.

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My takeaway is that teaching success criteria is a thoughtful way to engage students in the learning process and model quality work.

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Student ownership is hard right now. They have learned helplessness. Our teacher hearts don't want them to struggle, we need to let productive struggle happen to get them to think. When you let them have that success, it builds confidence and they want to have more success. That in turn produces student ownership. It becomes contagious. As teachers, we also need to let go of some of the ownership.....

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Lingering question: how does success criteria flex to meet the students' abilities, like with special education students?

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Knowing what success looks like, allows you to streamline explicit instruction to get rid of all the fluff

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Students need to be explicitly shown what success looks like. They may struggle with this concept, but that is what the teacher is for. If kids do not know what the success criteria are, they might give up prematurely.

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We are not the gatekeepers; we can show the students what success will look like before they learn it.

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Is there a way to re-motivate students after they have "given up?"

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My take away is that I could have benefited from knowing what success looked like in a lesson at the forefront when I was in school. I feel like I was lost a lot in the mix of everything because it seemed like a jumbled mess. I can definitely see how it is beneficial to show students "this is what you need to be able to do at the end and now I'm going to show you how to do that"

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Question:

What would this look like for higher math classes? How would I show success criteria of factoring polynomials without it being what they "do"?

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Take aways:

-Success criteria is the goal.

- Success criteria should be used to create the students task.

- Learning is the goal, not accomplishing tasks.

- What the students learn is more important than what they do.

- Be upfront with success criteria. Show them what an A looks like, so they have a clear understanding of the task.

Lingering question:

In math especially, showing success criteria seems mor open ended. Is the answer the success criteria? Or is showing the work success criteria? If doing the task is the success criteria, where should the most attention be focused? Correct answers or proper execution of tasks?

Side note:

My pop out is in green because it's my favorite color and small things like that bring me joy. =)

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Success criteria starts with the teacher knowing what the success criteria is before they start teaching. This makes the teaching/learning more intentional.

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Question:

What does it look like when a student doesn't care about the success criteria? How do we get them motivated to want to meet the success criteria when they don't have the foundational skills?

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Learning intentions without learning criteria are hopeless. Students have to know what they're supposed to learn rather than what they're supposed to do.

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Students can have access to success criteria, it's important for them to see what they should be learning.

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How do I model what success looks like for students who are at lower or higher levels?

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I think it is very important that students see what mastery looks like. We use a lot of proficiency scales rated from 1-4 in class and use that vocabulary when we explain things to children using quotes like "That is what will earn you a 4" and things like that so that they can see what the intended results look like. I really appreciated Hattie's mentioning of they have to know what the target looks like to reach it!

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I am wondering what success criteria looks like in other content areas besides math. I've never really looked at other content areas from a pedagogical standpoint before with the exception of surface level lessons for my quiz bowl team. I feel like I need to be better versed in this to help other teachers outside my content. Going through the process we have been discussing for those other content areas seems like the logical first step though.

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A key takeaway from that video is that showing students what an outcome is supposed to look like (what an "A" paper looks like, what a "B" paper looks like, etc.) is not cheating.

Another key takeaway that just making students "check the boxes" so to speak does not create life long learners.

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Question: How do we help those students who do not care about being successful? Those students who may not have strong support at home and only come to school because they have too?

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Students figuring out what success would look like for themselves was a brand new concept for me. I don't know what that would look like in the context of my classroom, but it's a really cool idea.

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How do we ensure that students are able to use the success criteria to monitor and adjust their own learning?

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Key take away: Learning and doing are not the same. True success comes when our students are actually learning.

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Using the backward design model is effective. Utilizing this, students know up front what the learning goal is.