Excellent choice of article for us to read Leanda!
Direct, realistic and a succinct summary of what you have been developing with us,
as a staff so far.
I like the three questions MM posed instead of the 5 we have - more meaningful
for kids and more tailored to learning.
Perhaps we could have these visible in each classroom?
as a staff so far.
I like the three questions MM posed instead of the 5 we have - more meaningful
for kids and more tailored to learning.
Perhaps we could have these visible in each classroom?
After our team’s experience with house building in the PBL PL last week
( I will elaborate in meeting) we realised even more,
how important teacher clarity hence student clarity is,
if you want the students to meet the syllabus outcomes.
We can’t give students tasks to solve that ask them to:
‘guess what I ( the teacher) am thinking or hoping you will produce’.
( I will elaborate in meeting) we realised even more,
how important teacher clarity hence student clarity is,
if you want the students to meet the syllabus outcomes.
We can’t give students tasks to solve that ask them to:
‘guess what I ( the teacher) am thinking or hoping you will produce’.
As teachers we have to be clear about what we want,
so the students are clear and know where they are heading and can self assess.
This means as teachers it is an expectation we KNOW and USE the syllabus and we are involved in the planning.
so the students are clear and know where they are heading and can self assess.
This means as teachers it is an expectation we KNOW and USE the syllabus and we are involved in the planning.
Michael’s step by step method from learning intention,
success criteria, driving question and feedback is clearly explained.
We need to give teachers time to read this together, discuss and maybe use these steps,
as a staff, to do some joint constructions for a particular learning cycle as part of the next
steps on from our role as critical friends where we have looked at each others attempts so far.
Let’s put all our minds together creating! Then we will be all on the one page and all staff
will realise that to ensure at least one year’s growth in one year it is an expectation
at St Patrick’s that we use learning intentions and levelled success criteria in all KLA’s.
success criteria, driving question and feedback is clearly explained.
We need to give teachers time to read this together, discuss and maybe use these steps,
as a staff, to do some joint constructions for a particular learning cycle as part of the next
steps on from our role as critical friends where we have looked at each others attempts so far.
Let’s put all our minds together creating! Then we will be all on the one page and all staff
will realise that to ensure at least one year’s growth in one year it is an expectation
at St Patrick’s that we use learning intentions and levelled success criteria in all KLA’s.
What an ideal final sentence:
‘This simple strategy may assist in developing
your learners ability to become their own teachers.’
your learners ability to become their own teachers.’
I to enjoyed this reading and found it very practical. The 3 fundamental questions he mentions fit in really well with the modelling of our exemplars for SDT. They can work out heir won 'Where they are now (with guidance of course) and look for themselves as to the way they need to improve becoming drivers of their own learning. This does imply that teachers need to know where they want the students to go by crafting their LI (I like the simple way MM explained this by using I will and the appropriate verb). The list of verbs is an excellent resource for this. I also found the statement that 'SC is what we want Ss to focus on in class' as opposed to the end product. I can also see the importance of using critical friends to keep us on track - collaboration.
ReplyDeleteI also loved the last paragraph that encourages us to move the students to the more complex expectations by being aware of what these complexities are, not capping what we want them to learn.
How to Create Levelled Success Criteria
ReplyDeleteI too found this article very interesting. Thank you Leanda. Whilst I totally agree that it is critical for learners to have clarity around what they are learning (LI) I still believe that this can be better achieved when the teacher is absolutely clear on what they are aiming for. This clarity assists the teacher to ask great questions and observe when distractors are getting in the way. (Just read your comment Jen - totally agree!)
The next section gave me even more clarity on SDT especially on what the learner needs to be able to do next:
Surface: I know one or more ideas/skills but am unable to relate or apply them.
Deep: I can connect ideas/skills together but am unable to apply them.
Transfer: I can apply ideas/skills in different situations.
I wonder if these definitions were revisited if our diagrams would be revised also???
As mentioned in my comments on "the learning pit' an area that Michael McDowell referred to is the importance of a teacher developing a safe and supportive environment in order to achieve growth. We have all seen the difference a clear and encouraging teacher can achieve with her students compared to a teacher children are scared of. They are less likely to take on the ownership that we are referring to. i do not think we can underestimate this important factor.