Presented by Larry Ainsworth, Kara Vandas, & Mary Jane O’Connell
Are teachers and students crystal clear on what needs to be learned and the criteria for success each and every day? Student learning can significantly increase when learning intentions and success criteria are transparent and reveal a pathway to focus assessment, instruction, and feedback. However, providing this level of clarity is not common practice and educators need tools and research supported practices.
When teachers are certain about their learning intentions—what they want students to know and be able to do in a unit of study and in specific daily lessons—they can intentionally design assessments, plan instruction, and select appropriate curriculum materials directly aligned to those learning intentions.
Success criteria—specific descriptors of how students will achieve the learning intentions—provide a detailed “roadmap to the destination” that focuses instruction.
Learning progressions are the “building blocks” or instructional scaffolds students need to achieve the learning intention. They are pre-requisite skills and concepts that provide clarity for the “Where to next?” element of teaching and learning.
Co-constructing success criteria to achieve the learning intentions provides teachers and studentsa shared understanding of what success “looks like” and “sounds like.” Students can use this information to set personal goals, self-assess, provide peer feedback, and produce the evidence to prove their own learning.
This webinar will introduce participants to practical methods that can significantly accelerate learning for all students. You will have an opportunity to:
Preview the process for determining learning intentions, success criteria, and learning progressions in advance of instructional planning and assessment design.
To explore how co-constructing success criteria with students increases student clarity and investment in learning outcomes.