Item / Description / Time
1 / Introduction
- Display the staff CWT agenda.
We are learning to (W.A.L.T.):
- Describe what success criteria are and rationale for using them.
- Understand the difference between performance(product) criteria and process criteria.
- Be able to identify and effectively writeprocess success criteria
2 / Engage activity –Slide 3
Remind staff when communicating (sharing) learning intentions in your classroom students need to:
1. Seeing the learning intention
2. Hearing the learning intention
3. Doing somethingwith the learning intention
•Unpack the vocabulary of the learning intention
•Discuss how it connects to previous learning
•Write it or speak it in their own words
Each staff member outlines how (strategies) they have ‘unpacked’ and ‘engaged’ students with the learning intention. Each staff member has 30 seconds to feedback
3 / Learning intention reminder – Addressing what students are learning and why – slide 4
All staff are required to frame learning intentions in the following way:
We are learning to (verb)…. (Addresses what we are learning)
So that……… (Addresses why students are learning this…) / 15 mins
4 / What are success criteria? Slide 5-6
Explain to staff that we are shifting our focus to the formative assessment component of success criteria which is an integral part of our instructional framework alongside learning intentions.
Think – pair - share(PPT – slide 5)
Show staff the following prompt and ask staff to respond to the question below. Staff may use personal experiences to support their responses.
‘If you don’t have success criteria then it’s kind of like going for your license without knowing what the examiner will be looking for.’
Q. What do you understand by the term success criteria?
Following think-pair-share- activity randomly select 2-3 staff (no hands up) for feedback.
What are success criteria? (PPT – slide 5-6)
Explain to staff if learning intentions describe what pupils will learn during an activity or lesson, then success criteria are the statements that help pupils recognise how to be successful in their learning.
‘Success criteria summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention.
The key ingredients or steps may include the knowledge and skills required for the student to achieve the learning intention
They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention
‘Success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’
- Shirley Clarke
5 / Linking learning intentions and success criteria?
(slide 7)
What’s the link between learning intentions and success criteria for:
- Students
- Teachers
(PPT – slide 7 and below)
Formative assessments techniques may be used to determine whether students have achieved the LI / SC. For example, the use of traffic lights / exit slips / quizzes
Types of success criteria (slide 8-9)
Explain to staff that there are two main types of success criteria. These are performance or product and process success criteria. Inform staff that this workshop is focussing on process criteria.
Show the example of process criteria. (Slide 10)
5 / Professional reading. Spotlight on classroom practice.
(slide 10-11)
This reading provides a rationale for sharing success criteria
Provide staff with:
- A copy of the text: Spotlight on classroom practice.
- Post-it notes
- Ask staff to individually read the text and use the four A’s protocol to reflect on the reading. staff the following questions:
b.What assumptions does the author of the text hold?
c.What do you want to argue with in the text?
d.What actions are required for our work with students?
- Staff share one idea from each question above (a-d). Max 1 min. each staff member.
From staff discussion and reading each staff member identifies what they believe is the most important point. Staff have 30 seconds each to share their MIP.
If time is short ask staff 2-3 points they thought was most relevant from the reading.
Benefits for staff and students (slide 12-14)
On post-it-notes staff (in pairs) identify the benefits of sharing success criteria for:
a.Students
b.Staff
Each pair shares their thoughts with the CWT. Following this share the PPT slides 13-14 with staff.
5 / Writing process success criteria (15-18)
Go through slides 15-16 which outline guidelines to writing process criteria
Now it’s your turn(slide 17)
•Staff are to individually, think about a lesson you will teach in the near future.
•Write the learning intention for the lesson and why
•Write the success criteria (process) to show how students will achieve the learning intention
Complete the task using the following stems
LI: We are learning to (verb)…. (Addresses what we are learning)
So that………
SC: I will know I have been successful when I can…………….
Explain to staff that it is expected for staff to use LI. Over the next month we want staff trialing the use of process success criteria in their classes.. Explain to staff that both the LI and SC must be introduced near the start of the lesson and be visible (board or handout) and concise. / 15 mins
7 / Performance and development and Review Process (PDRP)
Ensure all staff have an appointment time for the initial meeting before leaving
- Identifying how you, and the students, would know if they have been successful in achieving the learning intention
- Ask staff to individually read the text and reflect on the things most significant to them. Staff provide reasons for their choices.
- What significance does the reading have on our work with students?
Staff share their thoughts with the group.
Success criteria may be either process or performance (or product).
Let staff know that we will not be dealing with performance criteria in this workshop.