entrenched in Visible Learning by John Hattie,
learning about learning targets and success criteria.
We learned what each was,
how they were different,
but more importantly,
how they work together.
When teachers use learning targets and success criteria,
they find greater direction for their lessons.
By slowing down and really thinking about where they want to take the students,
teachers can develop learning targets and success criteria
that is not only clarity in the learning that is to happen,
but a wonderful visible map for their lesson.
A plan of sorts where all participants,
both teachers and students,
know WHERE (learning target) they are going
and HOW (success criteria) they will get there.
So how did I incorporate these new ideas into my lessons?
First, I changed when I wrote my learning target.
Learning targets had always been a piece of my lesson planning.
Unlike in Visible Learning where the learning targets are thought through first,
I would usually plan my lessons (always knows WHERE I wanted to go with the lessons)
But then write the target at the end of the planning.
Now?
The Learning Target and the Success Criteria are the first things I get down on paper.
With being new at this, though,
I feel it is important to emphasize that even though I start with them,
it is a work in progress,
as I often reword them before I post for the class.
Next, I changed where I displayed the learning target with the success criteria.
Instead of across the top part of my white board,
in the format of "I can" _______ "in order to" __________
I now use a designated whiteboard.
With the words, "Learning Targets" and "Success Criteria" as my headings,
I can daily update our learning plan.
I use little checkboxes in front of my success criteria
As this is a great reminder for students that our goal is to check those off at the end of the lesson.
With all the focus and chatter happening in our building
Surrounding these two concepts,
learning targets and success criteria began to be a daily focus in my classroom as well.
As I did previously, I would introduce our learning for the day by addressing the target.
Now I would add just how that target would look if we were successful in our endeavors.
But probably the most important thing I changed
Was that I would address the success criteria at the END of class.
This is really, in my opinion, where the strength of the success criteria lies.
Students need a little time to reflect on their learning.
Are they able to check off those boxes?
Here are a few ideas I've used these first couple weeks
to bring success criteria back to the focus at the end of the lesson.
Review the success criteria together in class.
a) Students, in their minds, check off the boxes they feel like they were successful in.
b) Students indicate with a thumbs up or thumbs down to give the teacher feedback for the next day's
lesson.
c) Students mark on a continuum their progress with the criteria
d) Along with the continuum, the numbers 1-4 could be added for students to select where they are.
These can be shared with the teacher through an exit ticket, giving feedback for the next lesson.
e) An exit ticket problem so students can show their understanding.
f) The teacher can observe student work to see where they are in their understanding.
g) Have students write their own success criteria. For example, after looking at their math scores from
the previous year and our initial Fastbridge scores, students wrote their success criteria for how they
will know when the year is done that they were successful in 8th grade math.
Clarification: All of these thoughts are based only on reading the book 10 Mindframes for Visible Learning, two days of professional development, collaboration between teachers, and most importantly, trying it out with my students.
Stay tuned for a visual that shows the relationship between learning targets and success criteria!
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