The learning objective had been broken down into steps by most teachers, showing real examples of excellence. This had allowed children to see how to be successful and gives them the chance to identify their own next steps.
I teacher had shown an excellent example alongside an average example (Bill and Betty) which had helped children analyse which was better and why and identify the success criteria and what made the difference.
“I chose to use Bill and Betty, deliberately choosing Bill to be the successful learner so that a child with a similar name who finds learning difficult felt able to achieve. This had a very positive impact on him.”
Children take more notice of the success criteria when they have co-constructed them, and being written in their own words had helped them have ownership.
Teachers had displayed the learning in sequences, building on prior learning and predicting where they were going next.
Co-constructing success criteria had led to children using them during their learning more than before. Children had seen good and bad examples of writing and print making in order to create the criteria.
One child with SEN had helped a mixed ability group during a science lesson, showing how to make a fair test.
One teacher had used talk for writing alongside the writing criteria with visual reminders which they had created. They produced high quality writing as a result.
In a topic of forces and friction, the teacher demonstrated how not to do something with children correcting the teacher’s mistakes. The creation of the correct success criteria was then an easy task.
One teacher colour codes the co-constructed success criteria as ‘choose from ‘or ‘remember to’, giving children starting points and next steps.
Another teacher had chilli challenges which motivated children to achieve as much as they could.
Two teachers talked about ‘practise, apply, evaluate’ tasks in which steps were ticked off as children achieved them (only works for closed LOs). Children worked at their own level and focused on what they needed to learn next.
Four teachers had co-constructed success criteria with more practical tasks such as DT, which gives children a clearer focus than more abstract tasks.
Co-constructing maths steps gave children a clearer understanding of their steps to learning.
One teacher talked about ‘boxing up’ features in a shared text, with children adding their own ideas based around these features.
Students were given the learning objective which kept students focused on the aim and not the activity and helped them gain concrete understanding. Past mistakes were also given as learning goals. Specific success criteria made students less stressed.
Exemplar pieces to co-construct success criteria and show excellence had helped students know when they were ‘done’
Starting with the teaching point and working backwards (flipped lessons) had made students more able to articulate what they were doing and why.
Students are now willing to explain and articulate how they reached the learning goal.