Prior knowledge had been captured by true or false starters which had sometimes changed the entire direction of a lesson. It had led to instant discussion, developing independence and children guessing the learning objective.
Some of the teachers experienced problems co-constructing success criteria because there had been an expectation that success criteria should be stuck in children’s books before the lessons. There had been some talk about purpose and effect. Co-constructing had created more ownership, how to achieve, increased quality and more purposeful use of skills.
Co-constructing success criteria had boosted confidence with more enjoyment and ownership. Success criteria from previous lessons were useful to go back over the different context for the generic criteria.
One teacher had created a split screen for every lesson showing the learning objective but also the learning power for the lesson
Because success criteria had focused on skills, children found achieving these easier.
‘Every time we write’ posters had cut down the day to day success criteria.
One teacher had moved from ‘I can’ to ‘We are learning to..’. Children preferred this terminology as it is more ‘growth mindset’.
Four teachers had working walls with key vocabulary, what a good one looks like, the learning objective and learning journey and the success criteria. Children were, as a result, more involved. They created the working walls with the teacher.
All teachers had asked children to co-construct criteria in Literacy by looking at different texts and focusing on the author’s intent and the impact on the reader. Children’s understanding of the craft of writing had improved, they know what excellence looks like and there is more ownership and involvement.
Two teachers had introduced colour coding by children putting in steps which they need, building a learning sequence. The teacher is able to support as needed and children feel less pressured with the steps.
All teachers asked children to write success criteria after the activity to ‘prove it’ or teach younger children. Children can articulate their learning to other children and explanations are clear from children when they see errors.