Presentation on theme: "What is it? How important is it? How do we use it in class?"— Presentation transcript:
1 What is it? How important is it? How do we use it in class? Success criteriaWhat is it?How important is it?How do we use it in class?
2 Success criteria and learning intentions (WALTs) What is the difference between these?Learning Intention (WALT): What will the students be learning?Success Criteria (WILF): What will the students be doing? How will achievement be demonstrated by the students?
3 Success criteria and learning intentions (WALTs) Learning Intention: what they will learn(WALT) know about the structure of the EarthSuccess criteria: (WILF) how they will learn/do thisYou should draw and label a diagram to show the structure of the earthname the layers and describe one of these in detailsequence them into the correct order
4 On your piece of paper draw a butterfly. Activity 1On your piece of paper draw a butterfly.
6 Now try to draw a better butterfly again. This time;Make the butterfly fill half of the pageMake sure the pattern is symmetricalInclude at least 3 different colours
7 ‘…summarises the key steps or ingredients the student Success criteria…‘…summarises the key steps or ingredients the studentneeds in order to fulfil the learning intention – the main things to do,include or focus on.’Shirley Clarke
8 How important is it? Success criteria can help to: give children exact steps they need tofollow to achieve L.I/WALTencourage independent learnersallow children to self and peer assessassists teacher in writing next stepsmarkingassist LM when working with a groupinform planning for next day
9 Look at these 2 examples, which is better and why? Using it in class.Look at these 2 examples, which is better and why?
10 Success criteria should be… Generated by the children (after practise)Put into child friendly language (if teacher is modeling generating S.C.)Constantly referred to during lesson (mini-plenary)Used for peer and self assessment
11 How can pupils/teachers use it? Success criteria;Create a clear definition of a new scientific word you have learntPut ‘unfamiliar words’ in bold and add them to a glossary laterDraw a labeled diagram.Activity 2.What might the child write at the end of their work to self-assess?What might the teacher write to next steps mark?
12 Activity 2.What might the child write at the end of their work to self-assess?“I did give a definition of the new word. I didn’t write the new words in bold.”What might the teacher write to next steps mark?“Well done, you wrote the definition of the new word.Can you underline the new words you have included and write the meaning of these?”
13 How to generate S.C. with children Show a completed example (low or high quality OR both) and ask children to pick out the features.
14 Child generated S.C. (Grade 2) make all your letters the same sizeuse dark coloursdon’t use yellowput pictures round the edge, not in the middlecheck that you have copied all words & numbers
16 Child generated S.C. (Grade 5/6) Interesting start to hook reader inRetell events in orderFactual informationDescriptive detail to engage readerInclude specific namesPast tenseTime connectivesSentence starters
17 Different ways to get children generating S.C. Teacher demonstration of activity while recording down S.CProve it/doing it wrong (T modelling it incorrectly)Sloppy success criteriaA finished productComparison of two piecesof workRevisiting success criteria
18 Generating S.C. in maths Creating a bar chart Read the tally chart for each category. Count up the number of tallies and record a total at the end of the row.Draw the axes – horizontal for categories, vertical for the scales.Write the scale on the y axis – does it need to go up in 1’s, 2’s, 5’s or 10’s.Label the x axis with the categories.Draw the bars on the graph.Give your graph a title.
19 (Subtracting column addition) Generating S.C. in maths.(Subtracting column addition)Write the two numbers down under each other (biggest number is on top, make sure you line up the 100's, 10's and units.)Start by subtracting the units. If the top number is smaller than the bottom number then knock next door and exchange a ten. Borrow the ten and write in the units column.Subtract the two numbers and write the answer underneath.Continue doing this with the tens and hundreds column.Complete the number sentence.
20 Activity 3 Using the examples on your desk, I would like you to; Read through the learning intention (WALT) and contextGenerate the Success Criteria for that piece of workCreate an ‘extension’ success criteria at the end for pupils who need challenging’
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