You need to focus on what students are supposed to learn, not get bogged down in what students are supposed to do.

This is done by showing students what an A and a B looks like. This is just like when we give students the rubric before they start their writing assignment. This ensures that they know what is expected and are set up for success.

I fully understand how to show students the expectation for an A with writing and math because it is easy to change the numbers in the question for the kids to be able to answer another one to show mastery, but it would be more difficult with reading comprehension. You would need to use a completely different text than the one you used for the example and that might take up too much class time. I wonder what the best way to implement that would be.

Helping students focus on what they are to learn, rather than just what they are to do. Show them what success looks like before they start, and to do that, the teacher needs to have a clear picture of what that success looks like.

What students are supposed to learn, not what they can do.

When kids know what success looks like before they start.

Show the students what an A looks like! This will help students be able to prove that they are successful.

What are they supposed to learn form this activity/lesson? Creating a target will help everyone focus on what is essential for students to learn.

Showing kids what success looks like doesn't take away from the learning.

"If you're going to be self-motivated, you better have a target"

I have been trying to implement these learning progressions with success criteria for a few years now, and I've never fully understood why they were so important. Listening to Hattie describe how they are motivational pieces for students really changes my viewpoint.

Everyone is working towards a goal - so give one to your students so they can feel motivated to get that work done and achieve it!

"Learning intentions without success criteria - hopeless." The students have to know what success looks like around what they are learning. It's about what students are supposed to learn not do.

I loved how he said success criteria is what we are to learn not what we do. Kids need to know what success looks like before they ever begin.

When do we take the time to get these progressions completed? Some teachers change grade levels/subject areas every couple of years. How can we streamline this process of creation so it doesn't feel so daunting for the teacher?

Having a clear understanding of what success looks like improves the teacher's effectiveness in instruction of a lesson.

Show students what success looks like so they know what they're working toward and can figure out how to get there. It's not "cheating" if the students are learning through the process! Loved the analogy of asking someone to play a sport they may have never heard of but not telling them the rules or how to score. (We love Aussie Rules Football at our house.)

I give students proficiency scales with success criteria at the beginning of each unit. We go through it and discuss it and so in this I agree with Hattie. However, I do believe in power of discovery. "Just give me the answer" is not always the best approach. Perhaps because I teach literature where interpretation is so valuable, I avoid telling students what is right. My success criteria looks more like skill achievements more than straight-up answers.

How do we show them what success looks like and them not just focus on how to do it? Circles back around to my takeaway of what they are to learn versus what they are to do. How to show them what they success looks like but having them focus on what they are to learn?

How can you quickly show mastery of an assignment if the assignment is an essay? We don't want to give them the answers and using another prompt may take a while to go over.

Show students what success looks like before the assignment. In order to do this, the teacher needs a clear picture of what each success level looks like. What to learn comes before what they need to do.

How do we shift the mindset that it's alright that students move at their own pace and that some can achieve success early on without all the awesome lessons we had planned.

Show them what success looks like to have LEARNED the skill to get them beyond "I'll just DO what I have to DO until the bell rings."

If 60% of most lessons is something the student already knows, what percentage of instruction should be new information? Is 60% an appropriate amount of "review"? (I would love to see more of this video!)

How do we encourage teachers to put this into practice? There are some in my building who are set in their ways and they do not appreciate suggestions to change.

It's not what the student is supposed to do but what they are supposed to LEARN. We have to show students what success looks like. We need to have a clear understanding of what the students need to be successful before starting, so we can filter through what is not needed.

How to convey success criteria to Primary students-- they are very concrete and literal.

I completely agree with self monitoring and self evaluation, but I struggle with how to motivate the kids that are just there because school is required and they want to socialize with their friends who are also just there (I teach middle school). How do I convince kids that they should care about what success looks like when they don't see it or recognize it as part of their future yet?

Did Hattie ever address what one should do with the messed-up time frame? It happens a lot that I have students master an objective and I do want them to feel like they can move on, like Hattie mentioned. But the whole "give them more work to challenge them" thing seems unfair, and frankly, more work for me. So how does one allow for early success, Hattie?

While I agree that students need to know what success criteria looks like to help them learn, how can I accommodate different success criteria for different students? Sometimes, success isn't a one size fits all, and how do I prevent students from feeling discouraged if their success doesn't look exactly like what ideal success should look like.

Success criteria are the specific indicators that show students and teachers have met the lesson's learning intentions. By sharing success criteria, teachers ensure everyone understands the learning goal and what it looks like when the goal is achieved.

Lingering question: What are the best ways to do this?

RUBRICS! Show the students what an A looks Like!

Provide the learners with outcome and model to them what success looks like!

"If you as the teacher before you start have a clear understanding what success looks like, you're more likely to get rid of the stuff that doesn't matter.... And you're more likely to tell the kids up front. "

I liked the sports analogy - "...I'm not going to tell you what the rules are, and I'm not going to tell you how to score, but I want you to get out there and play it."

How do I effectively co-construct success criteria with my students, especially in a time constrained curriculum?

When creating a rubric of the success criteria for writing, I struggle with the subjectiveness. How can I develop a more concrete rubric for 6th grade writing ?

1. How do I convince admin to allow time for this process in such a way that it is not in addition to other requirements. I am not saying that this is just another thing to do. This is valuable and will actually improve teaching and learning.

2. I also completely agree with Amy's question about convincing students to care what success looks like when they (and their parents) do appreciate the value.

Show the students the Success criteria at the beginning and let them understand what is expected of them. Don't wait until the end to see if they have met the goals. If they see the learning expectations first, then that also helps keep them motivated and focused.

How can I help self-contained students understand success criteria in a way that’s clear and motivating, while still pushing as much independence as possible? Some of my students still need hand over hand support and support reading or prompting most assignments.

Since, I would love the students to monitor and adjust their work by following a rubric. I wonder what is the easiest guideline to follow as a 2nd grade student trying to make an A on a Math yest?

Two quotes in this video really struck me.

1. " If you as a teacher have a clear understanding of what success looks like, you'll get rid of the stuff that doesn't matter."

2. " If you want kids to have self- evaluation skills, you better have a target."

   Ultimately, our goal for our students is to create viable members of society. By providing them with skills that transfer beyond the classroom, we will hopefully, achieve this goal. Showing students what success looks like allows them the critical thinking skills to have agency in their learning.

Introduce what success looks like up front with the students. Show them examples of what the end will look like, and develop the strategies or steps to achieve this success along the way in your lessons.