Once upon a time, there was a school who wanted learners to be drivers of their learning.
Everyday, staff would co-construct 'Learning Intention' and 'Success Criteria' with their students.
One day, the school staff identified the need to develop depth of complexity with learners in their learning.
Because of that, staff worked collaboratively to build their knowledge and understanding of how to co-construct levelled success criteria. Basing their understanding around surface, deep and transfer levels of learning.
Because of that, teacher clarity evolved and informed learners about their learning.
Until finally learners were clear about teacher expectations and where able to articulate ‘Where they are going in their learning?, Where are they now in their learning? And Where to next in their learning?
