…Success Criteria Making ‘the classics’ learning-focused
Some ‘classics’…
Introduction of new
material /Stimulus / discussion /
Storyboard
Role play
Diary entry
Brainstorm
Group discussion
Comic strip
poster
story
Questions from book
annotate
Fill in a table
AFL as Process - where do SC fit in?
Learning
Intention
Learning
Intention
Activity Activity
ModellingModelling
Success Criteria
Success Criteria
Feedback
Feedback
Ditch the language?
What are they learning
?
What are they learning
?
What are they doing?
What are they doing?
Have we shown them
how?
Have we shown them
how?
Do they understand how to do it
well?
Do they understand how to do it
well? How well did they
do?
How well did they
do?
AFL as Process – following it through…
Learning
Intention
Learning
Intention
Activity Activity
ModellingModelling
Success Criteria
Success Criteria
Feedback
Feedback
Student Action
‘Pale’ AFL
Learning
Intention
Learning
Intention
Activity Activity
ModellingModelling
Success Criteria
Success Criteria
Feedback
Feedback
Often limited to ‘understand’ – no
evidence of skills, eg ‘explain’
Often limited as kids not clear about the qualities they’ve been aiming for
Low Impact on Students
High impact on Students
High energy / time for teachers
Low Energy / time for teachers
Frustration, cynicism, negativity
Burnout
PointlessHow can we get here?!
How?• Process criteria
• Qualitative criteria
• Tick list
• NC levels / grades
• Student-formed
• All must, Most Should, Some Might...
• NOT AFTER THE TASK – WITH THE TASK – not ‘you did this well but...’, instead – ‘how well are you doing...?’
Be aware of...• Success Criteria which ignore the learning
intention and focus on the task
Be aware of...• Success Criteria which ignore the learning
intention and focus on the task
• Success criteria that are overcomplicated
Be aware of...• Success Criteria which ignore the learning
intention and focus on the task
• Success criteria that are overcomplicated
• Success criteria that are given out, but not USED by the teacher
• Success criteria that are purely abstract, and not supported by models
Be aware of...• Success Criteria which ignore the learning
intention and focus on the task
• Success criteria that are overcomplicated
• Success criteria that are given out, but not USED by the teacher
• Success criteria that are purely abstract, and not supported by models
• Success criteria that are purely process-focused, and give no indication of quality or challenge (may or may not be appropriate)
Focused lessons - progress
Evidence-based praise / celebration
Kids working harder than us
Kids feeling proud
Enriched, high-value tasks and activities
What’s to love about
Success Criteria?
Enriched feedback
and dialogue
Appropriate differentiatio
n