2013 Age 5-7: Y1/2 (K/1 Grade US) Feedback from Day 2

Kettle Moraine School District, Wisconsin

Teachers had given students learning objectives using the phrase ‘We are learning to,…’ Students know what is expected of them.

Success criteria had been created for talk partners, showing good and bad examples, which had been very successful.

One teacher had asked students to create success criteria once they had described their mathematics.  They now know the expectations.

Another teacher had modelled robotic reading then fluent reading then discussed the success criteria for good reading.  Students were able to rate each other and individual students could identify an area of need based on the criteria.

Tunbridge Wells, Kent

Acting as ‘Mrs. Muddle’, mistakes for measuring length were demonstrated on the visualiser in order to help children generate the success criteria for measuring.  This drew in all learners, even those who are not always following.

One teacher provided basic steps but children could then decide if they wanted to tackle things a different way.

During a lesson on pond creature drawing a good and not so good example was presented and the correct techniques were demonstrated.  Children created the success criteria as they observed and these were written on the board alongside the examples.  Children took time over their drawings and produced detailed drawings which impressed the parents! They followed the success criteria they had generated.

It was felt that success criteria are meaningful to children and the small steps are helpful.

Children are clearer about what makes a successful piece of work.

All teachers were already sharing learning objectives and generating success criteria, so it was a matter of tweaking their practice.  Visual clues for the success criteria were very helpful for younger children.  Good/not so good and correct/incorrect models were often used, as well as odd one out for starting lessons effectively as well as generating success criteria.

Mini plenaries enabled children and teachers to check that they were on task and allowed for self and peer assessment, moving on the learning.

Kentucky (math focus team only) – Kindergarten to 4th grade

Using success criteria has given students a better understanding of why they need to know certain skills.  Learning is more interesting and their use activates prior knowledge and generates questions.

The ‘odd one out’ strategy had been used in different subjects to determine the learning objective of the lesson.

Flashview had been used to reveal certain words which enabled children to make connections and engaged them.

Anecdote (Kindergarten)

I wrote three math problems on the board and students were asked to discuss which one was the odd one out:

  1. 5+2=7
  2. 5-3=2
  3. 6-2=4

After discussion time, children showed their choice by holding up fingers.  Children were then chosen to explain their thinking.  After coming to a consensus, the class then wrote the learning objective for the lesson ‘I am learning to subtract’.

Candice Sizemore, Beattyville Elementary School, Kentucky

Kettle Moraine School District, Wisconsin, USA

Patricia Deklotz | deklotsp@kmsd.edu

Kentucky, USA

Kim Zeidler | kim.zeidler@uky.edu

Tunbridge Wells, Kent, UK

Mel Shackleton | headteacher@st-james-infant.kent.sch.uk