Learning Goals and Success Criteria

SW 5 Literacy Hub PresentationJanuary 18th, 2012

Moral Purpose

Landing the Plane

Minds OnHow are Shared Learning Goals like

a GPS?

The Clearer the Success Criteria the Clearer the destination!

Learning Goals and Success Criteria

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 review and revision as student achievement grows.

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.

Growing 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• The term, “formative assessment” has been replaced by the terms “assessment for learning” and “assessment as learning”.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).

Feedback on Learning

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 criteria4) Is positive, specific

and shows respect for the learner

Asset based Assessment

• Rubrics• Checklists• Grade assignments• Tests• Quizzes

• Thinking Matrix• Bansho• Student led

conferences• Anchor charts• Student moderated

success critieria• Learning targets

VS

An Asset Based Model of Learning Trajectories

Little or no practical experience

Dependent on rules and copying those thought to be proficient

Expects definitive answers

Some recognition of patterns

Limited experience, still relies on rules

Locates and considers possible patterns

Has internalized the key dimensions so that they are automatic

Uses analysis and synthesis

Sees the whole rather than the parts

Looks for links, patterns and connections

Adjusts to new situations and contexts

Understands the context

Has a holistic grasp of relationships

Considers alternatives and independently integrates ideas into efficient solutions

Makes ongoing adaptations automatically

Stages in Growth from Expert to Proficient

(WNCP, 2006, p.6)

EMERGENT EXPERT

Success Criteria to Instruction

Take a moment to think

• With an elbow partner discuss your understanding of what success criteria should look like for students.

• What should it not look like?

Literal Retells Merges thinking with Content Acquires Knowledge Actively uses knowledge

Self and Peer Assessment

Success Criteria in Action

High Quality Descriptive feedback based on

teacher’s professional knowledge and judgment

Analysis of Student Work based on the presence or absence of success criteria by self, peer, teacher

Success Criteria deconstructed from

the expectation, identified in student work 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 Activity\Deconstruct Exp. 1.9 for your Grade Level

Point of View(Exp. 1.9)

Critical Stance

Meta- tags

Student Starters

Success 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?

Thank you