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Minds OnHow are Shared Learning Goals like a GPS?
The Clearer the Success Criteria the Clearer the destination!
Learning Goals and Success Criteria Learning Goals- clearly identify what students are expected to know and be able to do, in language that students can readily understand. Teachers develop learning goals based on the Ontario Curriculum Expectations and share them with students at or near the beginning of each cycle of learning. Success Criteria -describe in specific terms what successful attainment of the the learning goals looks like. Success Criteria are co-constructed with students based on an understanding of what a strong sample of student work would entail for a specific learning goal. The Success Criteria are stated and posted in the classroom as an assessment tool and are open to Growing review and revision as student achievement grows. Success, p.33
Growing Success-Formative Assessment Framework• The term, “formative assessment” has been replaced by the terms “assessment for learning” and “assessment as learning”.• The research on effective assessment locates assessment for learning and as learning within a framework of three key processes and five strategies that teachers and students use collaboratively to support student learning.
The Three processes as identified by Ramaprasad In Black and William (2009, p.7), are:• Establishing where the learners are going in their learning;• Establishing where they are in their learning• Establishing what needs to be done to get them where they are going
The Five Strategies are:1. Identifying and clarifying learning goals and success criteria2. Engineering effective classroom discussions and other tasks that elicit information about student learning3. Providing feedback that helps learners move forward4. Through targeted instruction and guidance, engaging students as learning resources for one another5. Through targeted instruction and guidance, helping students to understand what it means to “Own” their own learning and empowering them to do so (Growing Success, p.32). And one BIG IDEA- Use evidence about learning to adapt instruction to meet student needs, (William, 2010).
Descriptive Feedback The best descriptive feedback: 1) Focuses on work and process 2) Describes and does not judge 3) Relates to the learning target and success criteria 4) Is positive, specific and shows respect for the learner
An Asset Based Model of Learning TrajectoriesStages in Growth from Expert to Proficient EMERGENT EXPERTLittle or no practical Locates and considers Uses analysis and Understands the context Expects definitiveexperience possible patterns synthesis answers Has a holistic grasp ofDependent on rules Some recognition of Has internalized the Sees the whole rather relationshipsand copying those patterns key dimensions so that than the partsthought to be they are automatic Considers alternatives andproficient Limited Looks for independently integrates experience, still links, patterns and ideas into efficient solutions relies on rules connections Makes ongoing adaptations Adjusts to new automatically situations and contexts (WNCP, 2006, p.6)
High Quality Descriptive feedback based on teacher’s professional knowledge and judgment Analysis of Student Success Criteria Work based on the deconstructed from presence or the absence of successexpectation, identifie criteria by d in student work self, peer, teacher samples, stated in “kid friendly” language and displayed in the classroom Improved student learning and meta-cognition!!!!!
Co-constructing the Criteria for success with your students
Thinking Matrix ActivityDeconstruct Exp. 1.9 for your Grade Level Point of View Critical Stance (Exp. 1.9)Meta- tagsStudent StartersSuccess Criteria
How would Learning Targets and Success Criteria be different in Literacy and Mathematics?
• What is the one thing that you learned today that you can take back to your classroom and try?