I want to see students journey. I want to see them wonder. I want to see them trusting in themselves as they make decisions about their learning — because I don’t hold all the answers for what works best for them.
But I also want to see them given the tools to navigate that journey. I want them to see them feeling confident about strengthening skills. I want them to see them trusting my feedback as their learning consultant — because I can offer them guidance on their journey!
So where does the compromise lie, especially when we’re talking about posting learning targets, success criteria, etc.? After asking this question and searching out my PLN’s strategies over the last several weeks, I have found a few ideas. I would love to hear more of yours!
#1: Don’t necessarily make the success criteria the content itself, but rather the skills and mindsets students might need to be successful.
For example, instead of:
“Identify the difference between weathering and erosion.”
You might write:
“Clearly communicate your science observations through speaking and writing.”
#2: Co-construct success criteria with students.
#studentagency Co-creating the success criteria.— Christopher McKenzie (@C_McKenzie_Edu) February 22, 2019
Here we used to writing samples undertaken by two students (anonymous).
The whole class identified what distinguished a good writing from excellent writing. And thus…our success criteria was born#edchat #pypchat #education pic.twitter.com/yiiaB4h7lf
#3: Rephrase learning targets as questions.
#4: Use James Durran’s “Boxed” Success Criteria device (I really like the big wall version). Read full post here.
#5: Allow students to plan their own learning time based on learning goals they develop (from the curricula & from personal goals)
Ultimately, shifting our conversations from what we expect students to learn to what tools might help students learn can be powerful. Because in the end, their learning is up to them!
featured image: DeathToTheStockPhoto