Good Morning:Today we will take a look at learning targets/intentions and success criteria and the relationship of these concepts to assessment as and for learning.Hopefully will be a collaborative discussion.I will share my experiences and thinking but I am not an expert. The expertise is in the room and together we can build and mobilize our knowledge about how these strategies can move student thinking and learning forward.
Everyone can succeed, success just looks different for different people and is attained with different strategies.ArnieBoldt (Canada) A dive, sort of straddle, sort of roll'Broadcast Date: March 7, 1977The Front Page Challenge panellists are clearly amazed by ArnieBoldt, the one-legged Canadian high jumper who won gold at Toronto's 1976 Olympiad for the Physically Disabled. "What do you do, hop on one leg to the bar?" asks an incredulous Pierre Berton in this 1977 clip. "Yes," responds Boldt, matter-of-factly. And Betty Kennedy is curious about Boldt's technique for going over the bar. He has his own unique style, he explains: "It's a dive, sort of straddle, sort of roll."
Need to know where you are
The first thing students need to learn is what they’re supposed to be learning. The destination for the lesson.The destination for the lessonGPS- If you own a GPS (Global Positioning System) you probably can’t imagine taking a trip without itUnlike a printed map a GPS provides up to the minute information about where you are, the distance to your destination, how long until you get there, and exactly what to do when you make a wrong turn.Think of Shared Learning Targets in the same way- they convey to students the destination for the lesson, what to learn, how deeply to learn it, and exactly how to demonstrate their new learning.The intention for the lesson is one of the most important things students should learn.Without a precise description of where they are headed, too many students are flying blind.Unless students see, recognize and understand the learning target from the beginning of the lesson, the teacher will always be the only one providing the direction, focusing on getting students to meet the instructional objectives. The students on the other hand will will focus on doing what the teacher says rather than on learning.This flies in the face of what about nurturing motivated, self-regulated and intentional learners (Zimmerman, 2001) (Knowing your Learning Target, Ed. Leadership 68, March 2011)
If the learning intentions are the directions, then the success criteria are the satellite picture of the destination that describe exactly what it looks like when they arrive at their destination.They help to build a mental image of what success looks like and become clearer as understanding about the concept being attained grows.
Blowing out the expectationsFeedback that focuses on what students need to do to improve and how to go about itWork out what it means in your own classroomGood Feedback Causes ThinkingThe first thing that they do is think, not react emotionally or disengageStudent motivation research- students make a choice to protect themselves or engage in activities that will make their learning growGive feedback that helps them move forward and that makes clear that ability is incremental and not fixedKids would rather be thought of as lazy versus stupid
!! The best descriptive feedback:*Focuses on work and process *Describes and does not judge*Relates to the learning goal target * Is positive and specific, shows respect- Asset model
Allows students to see themselves as evolving learnersMotivates- they can get better, learn more, improve rather than thinking that learning is fixed
Success Criteria are only powerful when derived from the unpacking of each curriculum expectation or cluster of expectations and related directly to what the expectation(s) look like in student work. Using success criteria only works when the derivation of the criteria is shared and co-constructed between teachers and students. When teachers are able to clearly articulate what the expectation(s) look like in student work then high quality descriptive feedback becomes possible.
What are the similarities and differences between our thinking matrix and the comprehension continuum?Comprehension and Collaboration, pages 29-33
Self and Peer AssessmentAssessment for learning, focus on feedbackHave to ask the right questionsActivating students as owners as their own learning and teaching resources for one anotherPeer assess is not marking each other’s work/ summativeFormative peer assessment- help each other improve their workBenefits for both person getting and receiving feedbackForced to internalize s/c which is less emotionally charged then their ownKids become clearer about what good work in that task looks likeHuge benefit-kids are tougher on each other
Activity- Building a Thinking Matrix with your classFill in what you expect to see on your completed class Thinking matrix for phase 3Refer to the Guides to Effective Instruction, the L document OE 1 , 1.9continuum for your grade and other pertinent resourcesThink about how you will use student work samples and student moderation to have students negotiate the success criteriaThink about what you will need to model and teach to have students be able to do thisHow will you teach and deconstruct what makes the difference between the different types of thinking??????
Success Criteria are developmentally appropriate descriptions and concrete examples of what success looks like in a lesson.They are not grades, the number of problems they should get right, or a list of things they should include in their product.Success criteria need to focus on the higher order thinking skills inherent in different types of thinking and responding that students are asked to do as they process the curriculum content.I can statements are a great way for student to explain success….S/C should be co-constructed with students through student moderation of work samples and co-construction of the criteria of what high quality thinking and learning look like for a particular skill, strategy, process or product
Students moderate peer writing
Sw5 literacy hub
Learning Goals and Success Criteria SW 5 Literacy Hub Presentation January 18th, 2012
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?