Understanding and being intentional about success criteria tends to make learning more efficient.

I frequently provide my students with rubrics and checklists, and have conversations around them and what they mean for success criteria. However, I still struggle to get them to look at either of those tools let alone use them. So the question becomes, how do you get by-in from high school students to get them to actually use the tools you are providing?

Giving the students the end goal helps them to understand what they are working toward.

The best way of showing students success criteria is to show them what it looks like! Start with the end in mind and adjust along the way to ensure all students meet the criteria for success!

Show students what the end product is. Show them what an A, B, etc. would look like.

How do I get students to go back and check their work to ensure it meets the success criteria? I can start with the end in mind every day, with every unit, but if the students don't also put in the effort, how can I still ensure success?

How do I do this well for different assessments while avoiding students simply copying the product example?

In second grade MY

students, especially just learning how to write paragraphs, think ONE and DONE! Their editing time is not there! How can I motivate them to want to make their writing better and not so laborious for them?

Showing students what success looks like will be a great way to let them self-assess and reach the goal of success.

Students need to see what success looks like so they know what they are striving for. They need to understand that there are steps that they will take to get to the end goal. This helps the teachers and the students keep on track with the learning in the classroom.

Finding alternative methods of teaching lessons and focusing on student success, not if I just taught my standard it's on to the next day.

Goal should not be a secret. Students should know exactly where they are headed in every lesson. This is what success looks like.

How do I get my students more focused on the learning rather than, "Is this for a grade?"

I need to show my students what success is going to look like at every stage of learning, so they understand what steps they need to take to ensure they reach the end goal.

Do you give students an example of the math problem with different numbers? If I show them what success looks like while showing my work and reasoning would students not just copy my work?

How does it look to show 3rd graders the answer and request the strategy. I know SOME of my kiddos could do this and would do it correctly. But some of my lower level learners would really struggle with this. How do I make it work for them as well?

How do I approach this strategy and continue with more in depth student learning? How do I motivate students to learn more about a topic, as compared to students accepting the spoon fed result and wanting to move to the next step?

I was able to understand the importance of providing visual evidence to the students of what success looks like. I think this is important because as a teacher I do this already with the I do, We do, You do formula, but having a conversation with the students upfront to set expectations with would provide more engagement and awareness in my students.

In math, what are the best ways to make the learning process important to them? They can easily google, use calculators, and even programs like Mathway to get the answer. It provides explanation, but the real task is trying to get them to read and comprehend that.

How do I motivate my students to want to learn the strategies instead of just reaching the end goal? Their main focus is getting the work done to get a good grade instead of learning the skills.

I understand that we are living in a technology heavy world today, but I struggle with having my students not rely on "AI" as much and believing in themselves that they can achieve greatness. How can I steer my students away from "AI" to start trusting themselves?

Students need to learn not but what they are "supposed to do" but by knowing up front what it looks like to be successful and start their learning from that point.

The best way of showing students success criteria is showing them what it looks like.

How can students take ownership of their learning by using success criteria to monitor and evaluate their own progress?

Showing the students what success looks like is critical to forming their understanding of their goals. This also helps avoid students getting by through "parroting," and helps them to truly grasp what their objective is.

What are some strategies for getting students engaged in understanding the goal of the lesson, beyond simply showing or demonstrating for them? I agree that clearly outlining success criteria is incredibly helpful for forming students' understanding, but I'd like to investigate more creative ways of doing so.

My math curriculum, I am told repeatedly, is for students to struggle with and discover the solutions. I love the idea of giving them what success looks like at the beginning. I have a grade that does not like to struggle and will shut down. How can I give them the solution if they are suppose to discover it? Would they still want/attempt to learn the process if they had the solution already?

If you believe that students can self-evaluate, teach them (model) what success looks like upfront.

It is okay to let the students know the end result at the beginning in order to show them what success looks like.

Do you think a study guide would help fast track student success or continue with the progression of the skill until success is obtained?

How do you model success to students at various learning levels at the same time when a model of success might look different to different students? Will students who believe that success level is unattainable shut down because they feel defeated before they even started?

We need to be creating lifelong learners.

We need to learn how to show students what success looks like in a way that does not just produce parroted responses.

How can I show success when it comes to math when most of the questions are apply a form of math and explain how you know it's right?

Staying focus on all students. Making sure that they know up front what you expect from them as the end goal. Success comes in different ways and sometimes seeing the end task sparks their attention.

With such limited time together in the classroom, eliminating unnecessary things during that time is essential. If you feel that some of those things are still important, find a way to make that a component of the self-directed study out of class time. Maybe like a flipped classroom approach.

How do I demonstrate success criteria for my SPED/504 kids while also providing the rigor for the others? It's hard to do it all at once.