2Big Ideas4 or 5 overall concepts, theories, skills or ideas that resonate in the disciplineUncovered from curriculum document preambles and overall expectationsMay have cross-curricular or real-life qualityWritten in phrasesInclude the “must-take-from-the-course” materialTied to the Culminating Tasks/final assessments
3Essential Questions Big Ideas phrased in student-friendly language Used as anchors for the course units and lessons to follow.Are the great organizers of the materialShould be displayed prominently in the classroom so they can be accessed to focus students and answer the “why are we doing this?” questions.
4Learning GoalsBrief statements that describe for a student what he or she should know and be able to do by the end of a period of instruction (e.g., a lesson, series of lessons, or subtask).The goals represent subsets or clusters of knowledge and skills that the student must master to successfully achieve the overall curriculum expectations (and Big Ideas).from Growing Success Glossary
5Where are Learning Goals mentioned in Growing Success? As essential steps in assessment for learning and as learning, teachers need to:plan assessment concurrently and integrate it seamlessly with instruction;share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;analyse and interpret evidence of learninggive and receive specific and timely descriptive feedback about student learning;help students to develop skills of peer and self-assessment.
7Clarifying learning goals: answer the questions “Where are we going?”, “What are we expected to learn?”help identify the curriculum expectations to be addressed in the learningmake the learning transparentbuild a common understanding of the learninghelp define quality success criteriainvite students to take ownership of their learningencourage students to reflect on and internalize the learning.State explicitly, in student-friendly language the goal or goals required for students during that lesson or series of lessons
8WALTs “we are learning to…” Students should think of learning goals as WALTs…“we are learning to…”Teachers phrase them as “students will be able to…” (performance goals) or “students will understand…”(declarative goals)
12Learning Goals can vary for students WALTsKnowDescribeExplainCalculateAnalyseLinkOrder of difficulty
13Success CriteriaStandards or specific descriptions of successful attainment of learning goals developed by teachers on the basis of criteria in the achievement chart.Discussed and agreed upon in collaboration with students and are used to determine to what degree a learning goal has been achieved.Criteria describe what success “looks like”, and allow the teacher and student to gather information about the quality of student learning.Students use success criteria to make judgements about the quality of their performance (starts the process of student self-evaluation)
14What Are Success Criteria? ‘… success criteria summarize the key steps or ingredients the student needs in order to fulfill the learning intention – the main things to do, include or focus on.’- Shirley ClarkeSo what are success criteria? What does success look like?Success criteria let pupils know if they have achieved the learning intention.They summarise the main teaching points (key ingredients) or processes (key steps) which link directly to the learning intention.
15Why Are Learning Intentions and Success Criteria Important? ‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognize when they have succeeded and why they should learn it in the first place.’- (An Intro to AfL, Learning Unlimited, 2004)Despite building learning intentions into our planners, we are not good at sharing learning intentions and success criteria with our pupils.But at the same time, we want our pupils to be self-motivated, have a sense of purpose, etc.To give our pupils the tools they need to take more responsibility for their own learning and achieve greater learning independence, we need to communicate to them:what they are going to learn;why they should learn it in the first place; andhow they will recognise when they have succeeded.Research shows that pupils who regularly receive this information in the classroom are:more focused for longer periods of time;more motivated; andbetter able to take responsibility for their own learning.Assessment for Learning, and particularly these first two steps in the process, immediately involves pupils with their own learning and offers opportunities for key interactions between pupils and teachers.These two elements of AfL are also important because if learners do not know what they are expected to learn and how to recognise their own success, then we cannot promote peer-/self-assessment, which are two other elements of AfL (to be covered in a later unit) as well as being important life skills.Learning Goals‘What’ and ‘Why’Success Criteria‘How to recognize success’WALTsWILTs
16Co-creating success criteria: answer the questions“What does successful learning look like?”“What are we to look for during the learning?”make the success criteria explicit for teachers and students alike;build a common understanding of success;lead to descriptive feedback;promote self and peer assessment;help identify possible next steps;lead to individual goal setting;empower students to take ownership of their learning;helps develop independent learning skills.
17Exemplar of a good product… Finished ProductSuccess Criteria
18WILTs Success Criteria can be thought of as WILTs… What I am looking for…
20Success Criteria –how are they written? Written from a student’s perspective, as if they are telling you what their work includes that means that it meets the learning goalFor example if a Learning Goal is that students should be able to report on an investigation orally and in writing…Then the Success Criteria for writing could be:I tell say (or write) what is being reported on.My report tells what the report is for (or about).My report gives enough information for the purpose.My report gives appropriate information for purpose.My report uses the right form for the type of information (chart, graph, diagram, description).My report is accurate (unit, labels, explanations as required).My report uses terms correctly (defining when needed).My report is understandable (legible, or audible).My report is organized (uses ruler for straight lines, labelled diagrams, axes on graphs)The words and pictures (diagrams, charts, etc.) in my report work together.
22How are Learning Goals and Success Criteria Implemented? Learning Goals should be developed for every lesson (or related group of lessons) for a course based on Essential Questions and Big IdeasThey should be posted in the room for each lessonIt may take more than one Learning Goal to describe the necessary skills and concepts within an expectationWork with students where possible to develop the success criteria for learning goals and have them state them.
23Ways to communicate Success Criteria Rubrics that include specific language, are not too broad or do not contain language students do not understand. The criteria in the rubric should help students by providing specific descriptive feedback, identifying concrete next steps, and helping to set individual goals.Exemplars of student work with success criteria identified (best through Teacher Moderation). Show exemplars of each level.Anchor charts – how to’s; “Remember to” charts; things to avoid the following. Anchors are visual reminders of success criteria.Checklists