Learning Intentions and Success Criteria

Success Criteria Avoiding guess what's in the teachers head.

to effectively write process success criteria for an upcoming lesson/s Learning Intentions WALT to effectively write process success criteria for an upcoming lesson/s Conduct classroom observations a give meaningful, focused, non-judgmental feedback to colleagues. Evaluate student feedback to determine the degree to which: Students know how to be successful and/or what success may look like.

How do you use success criteria in your classroom? Consider: Engage Activity Share How do you use success criteria in your classroom? Consider: strategies used to develop, share and engage students with the SC Strategies for self and peer assessment One person records the strategies identified and discussed

Success criteria - Hattie Learning intentions and success criteria - video On a Post-it-note write down the key messages discussed in the video? Share your thoughts with the group. MIP - identify what you believe is the most important point from the video and discussion.

Creating process success criteria Step 1 Know what the learning intention is and why its important WALT…. So that………. VCAA Study design / Australian Curriculum to determine skills / knowledge Step 2 Know what students need to do to achieve the learning intention Identifies the key steps, or ingredients, needed to reach the learning intention What do students need to do / focus on / include.... Step 3 Develop process success criteria using the stem I can……. I can……… Step 4 Select strategies to develop, share and/ or engage students with the SC

Success criteria….my success criteria are successful if…… Focus on student learning rather than being outcome based Linked to the learning intention and written in language that students understand Concise, visible and shared near the start of a lesson / unit Modelled when there are a lot of steps (e.g. in a calculation) Relate to the learning and not on aspects of behaviour (e.g. paying attention, neatness, meeting deadlines etc.)

Writing Success criteria….my success criteria are successful if…… Be supported, where necessary, by exemplars or work samples which make their meaning clear. Specific to the lesson activity – same for all but differentiated by level of support (scaffold) Use the stem I can……. Broad success criteria may need to be broken down into further criteria specific to a lesson/s By referring to the success criteria, pupils know how and if they have achieved the learning intention.

Examples of success criteria

Success criteria LI / SC are not new but we need a systematic and consistent approach to using these approaches at GHS

Download the ‘Learning Intention and success criteria template’ from the Instructional Framework. Using this template: Individually, think about a lesson you will teach in the near future. Identify the level and aspect of the achievement standard (Australian Curriculum) or VCE study Design (outcomes) from which the learning intention will be derived from. Write the learning intention for the lesson/s and outline why it is important. Write the success criteria (process) to show how students will achieve the learning intention.

Complete the task using the following stems. LI: We are learning to (verb)… (Addresses what we are learning) So that……… (Addresses why we are learning) SC: I can…………….

I can……………. We are Learning To (WALT)…. Write a procedural text (context: a science experiment) So that…..we can communicate how an experiment was completed and subsequent results found I can……………. Write an introduction that explains the purpose of the experiment, including the hypothesis List the equipment to be used Write a step-by-step explanation, clearly labelled in sequential order Include a results section (table / diagram) A conclusion that includes what was observed, and whether or not the hypothesis was proven

Personal action planning & peer observation CWT to discuss with staff the following document 1. Lesson observation planning_SC’ document 2. Classroom observation and reflection proforma final 2015 document These documents are located on the instructional framework

The three major messages for GHS teachers Staff are to explain to student what they are learning and why it is important. By making the learning intention transparent, the more likely the student is to engage in the work needed to meet the goal. Transparent Learning Intention Staff are to make the student aware of the criteria of success, then the more the student can see the specific actions that are needed to attain these criteria Success criteria Staff are to collect evidence of student learning at key stages and use this to adjust instruction. Elicit evidence of student learning