SD LISC Part 3 - Success criteria and activity two ONLY

The transcription discusses the importance of success criteria in education. Success criteria are used to determine if learners have met the learning intention. It is important to focus on fulfilling the learning intention rather than just creating a checklist. The process of designing success criteria involves considering the learning intention, syllabus content, and differentiation for all students. An example of success criteria for a math lesson on fractions is provided. The success criteria should support conceptual understanding and allow for demonstration of learning. The transcription also includes a rubric for evaluating success criteria at different levels. The listener is encouraged to evaluate examples of success criteria using the rubric. Okay, strategic delivery list grew up to part three, slides 18 to 25, looking at success criteria and activities two and three, starting now. Now you have considered the learning intention, you are going to use this to work on success criteria. As defined by the Australian Institute for Teaching and School Leadership, learning intentions are descriptions of what learners should know, understand, and be able to do by the end of the learning period or unit. Success criteria are the measures used to determine whether and how well learners have met the learning intention. As with learning intentions, we know that many schools have explored and or used success criteria and may have specific language or processes for how these are written. Success criteria are often used to support and assess students' abilities to meet the expectations of formative and summative tasks. Our intention is to provide some scaffolding and strategies that sit behind those processes and address some of the common misconceptions or areas of confusion around success criteria. In the first quote, you can see that the success criteria are addressed. If learners have achieved the learning intention and to what extent? The second quote presents a different perspective and can cause some confusion when designing success criteria as sometimes it can become a checklist or instructions rather than focusing on fulfilling the learning intention. When you read this quote, it's important you consider the focus of the success criteria on fulfilling the learning intention. In the next part of this workshop, we're going to spend some time unpacking success criteria. As with the process you looked at for learning intention, we want to unpack some steps you might consider when you are designing success criteria. This process begins where the learning intention development process finishes. You would develop success criteria to support your learning intention. To support the broad range of students we teach every day in secondary schools, start with your learning intention in mind, considering exactly what it... I'm going to start that again. As with the process you looked at for learning intentions, we want to unpack some steps you might consider when you are designing success criteria. This process begins where the learning intention development process finished. You would develop success criteria to support your learning intention. To support the broad range of students we teach each day in secondary schools, start with your learning intention in mind, considering exactly what it is you want your students to learn. Identify the content under the content group that will be covered in the lesson sequence. Consider connections with and without the content group. Consider connections with and between syllabus outcomes and content. To support the co-construction of success criteria with students, think about how to differentiate the success criteria to cater for all needs. Then plan teaching and learning that will both challenge and support all students to engage with the success criteria. You should also plan opportunities for the students to receive feedback about their progress towards the learning intention. Here's an example of a learning intention developed for a mathematics lesson using the new syllabus. As before, I'm going to use a think-aloud to unpack some of my thoughts as I develop success criteria that complements this learning intention. As a teacher, I will need to unpack the language in the learning intention. It is important to expose students, where possible, to the correct syllabus terminology. However, success criteria can be provided in student-friendly language to support their development of the understanding of metalanguage. From the learning intention, I will look at the syllabus content. For this example, I would choose fractions. In the learning intention, I have looked at the syllabus and have used the more formal language of generate... I'm going to start that paragraph again. From the learning intention, I will look at the syllabus content. For this example, I would look or choose fractions. In the learning... Oh, sorry. I'm going to go from the top of the slide again. Here is an example of a learning intention developed for a mathematics lesson, utilising the new syllabus. As before, I'm going to use a think-aloud to unpack some of my thoughts as I develop success criteria that complements this learning intention. As a teacher, I will need to unpack the language in the learning intention. It is important to expose students, where possible, to the correct syllabus terminology. However, success criteria can be provided in student-friendly language to support their development of the understanding of the metalanguage. From the learning intention, I will look at the syllabus content. For this example, I would choose fractions. In the learning intention, I have looked at the syllabus and have used the more formal language of generate equivalent fractions. I then develop the success criteria, being mindful of including student-friendly language. In the first two criteria, I'm providing students with clear scaffold and expectations regarding the methods they should use. For the final two points, I have used the working mathematically verbs, compare and explain, to build on the conceptual understanding. My success criteria are not a task list, but students know that to be successful, they must be able to explain why equivalent fractions have different denominators and how they could be created, which requires conceptual understanding of why one method would be more appropriate than another. I also have an opportunity to start to generalise. So... Oh! I'm going to go back to the last click. I'm sorry, Isaac. For the two... Oh, let me try again. For the final two... Deep breath. For the final two points, I have used the working mathematically verbs, compare and explain, to build on the conceptual understanding. My success criteria are not a task list, but students know that to be successful, they must be able to explain why equivalent fractions have different denominators and how they could be created, which requires conceptual understanding of why one method would be more appropriate than another. I also have an opportunity to start to generalise. So... This supports developing their conceptual understanding when they move into applying and calculating fractions with different denominators. Knowing what the success criteria is, I can now design teaching and learning opportunities that allow for demonstration of the success criteria. You can see in the model example that we allow students to answer the question of, what am I learning and why is it important for me to learn it? The success criteria provides the scope for the development of understanding, rather than just completing an activity. It also uses words like compare and explain to strengthen the success criteria. We have deliberately not developed a task list, as this would only tell students what they must do to be successful, rather than clearly identifying what learning they need to demonstrate. It can be hard to keep success criteria focused on learning rather than doing. To support you with this, you are going to go back to your Learning Intentions and Success Criteria rubric to strengthen your practice. From the thinking presented during the previous slides, we have developed criteria for an effective lesson success criteria. This criteria is also sourced from the Australian Institute for Teaching and School Leadership documents, which draw on the broader research in the area. The first level, not evidence, is where there is no evidence of success criteria within the lesson or task. The second level, not aligned, is where there might be a success criteria recorded, but it doesn't align with the selected syllabus or the task for the lesson. Again, there might be words on a page, but they do not make up a success criteria. As teachers' understanding improves, success criteria is developed that connects to the syllabus and is starting to provide students with an understanding of what successful learning looks like. Then, as we progress into the intermediate level, success criteria starts to incorporate a more complete picture of how students will know if they have achieved the learning intention. It is also differentiated to ensure all students can access at least one of the criteria. Advanced success criteria are closely connected to the syllabus and provide students with a conceptual understanding about the learning. It supports students and teachers to give descriptive feedback. It's also vital that the criteria are written so all students can access multiple criteria to demonstrate success in their learning. It's here where the language choices of teachers is important. While this is a generic rubric, you may need to adapt it to include specific requirements within the new syllabus. We'll now complete two activities. The first one is evaluating the success criteria. Using the rubric for success criteria and the success criteria examples found in your workbook, you're going to evaluate what level of success criteria each example is. Once more, spend time considering the language of the specific criteria points within each level of the rubric. I'm going to start this again, going back to the top of that slide. You will now complete two activities. The first one is evaluating the success criteria. Using the rubric for success criteria and the success criteria examples found in your workbook, you're going to evaluate what level of success criteria each example is. Once more, spend time considering the language of the specific criteria points within each level of the rubric in order to develop your capacity to refine impactful success criteria. This could be completed individually, in pairs, in small teams or a larger group. Follow the steps below this video to complete the activity. After your evaluation, you will reflect on your current practice within your team and how learning intentions and success criteria are used. Take the opportunity to consider the things you are currently doing well and any areas you might be able to improve and collaboratively answer the question. You may wish to collate responses from different faculties as well as include other data sources such as student surveys to consider how consistent the high-impact strategy currently is within your school and consider the ways that your team and or school can strengthen this collective practice. You'll be required to answer three questions. I'm going to start that again. You will be required to answer three questions. How often are learning intentions and success criteria visible to students? How often are learning intentions and success criteria visible to students? And I've just said that twice. Why is that here twice? So you're only... Okay, I've just noticed in the slide... I'm going to have to re-record this slide because there's two questions the same.