One teacher had shown the children 2 examples of writing under a visualiser and got them to say what was good about the ‘best’ one. They generated the success criteria themselves and then were keen to use these in their own writing.
Another teacher had down the same thing with 2 pieces of art work and found that children could clearly see and articulate what made the art good.
Generic skills such as tidying up, cutting or joining had been generated by children.
Brighton and Hove
Teachers had shown children examples of work of contrasting quality and were developing a bank of examples. Children’s comments about what is good form the success criteria. Children understand the criteria they have chosen, remember them and can use them to peer assess.
Starting with doing something wrong for children to correct is also successful, in capturing interest and creating the success criteria.
In many classes children have copies of the success criteria generated. Previously generated success criteria are brought up and altered if need be for new contexts.
Children’s confidence has improved as they know where to go and how to improve. This saves time as children recall skills from previous learning.
In mathematics children have been given a problem to discuss and solve in pairs. Using a visualiser, children then evaluate each other’s methods. They then generate the success criteria. This means children are having valuable maths discussion, learning from each other and refining success criteria.
Most teachers found the delaying the learning objective worked really well. Children were now hooked before they find out what they are learning. Teachers had found success criteria more difficult to embed.
Children have really understood how to create their own success criteria, adding more at the end of a session if they see it would have been useful. More children are achieving success because they know the steps to be successful.
Teachers described writing up the success criteria on the IWB as children say them, then typing them up and printing them for future reference.
All teachers had modelled doing things wrong so children could say what they should have done, as a means of generating the success criteria. Children were able to articulate how to improve.
Brighton & Hove
Suzanne Morgan | firstname.lastname@example.org
Ellesmere Port, Cheshire
Anne Vickers | email@example.com
Paul Wilson | firstname.lastname@example.org
Amy Parry | email@example.com