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Learning Intention/ Success Criteria

Discussion in 'Primary' started by TEACHER16, Mar 31, 2009.

  1. TEACHER16

    TEACHER16 New commenter

    What is the best way to think about these when planning? I am getting confused the more I think about it. Any adive would be appreciated.
     
  2. Start with the LO. Make it clear and succinct starting with 'to be able to...'
    Once you have that clear break it down into smaller steps, these are your success criteria.
     
  3. TEACHER16

    TEACHER16 New commenter

    So in this example how would i do it...once i understand it i know I will be able to carry it out in all my planning. Hope you can help is this right....


    Learning Objectives:
    To understand that sounds are made when objects vibrate.
    To understand that sounds are heard by the human ear.
    Success Criteria:
    I know what part of an object vibrates
    I know we hear sounds through our ears.
     
  4. If the objective is S.M.A.R.T., then success criteria are often repetitive and a waste of time. The important thing is that children are clear about the broader aims and the specific task. For some reluctant learners, it might be motivating to imagine what it feels like when they have done the task successfully.
    If learners are absolutely clear about every little step, then what is there left to teach?
     
  5. Leapyearbaby64

    Leapyearbaby64 New commenter

    Hmm interesting. At my LEA training we were told to do SCs as a cross check for the children. To be successful I need to have done/thought about and then a list of bullet points which could be differentiated. So the LI is what they will learn and the SC is how they will get there.
     
  6. TEACHER16

    TEACHER16 New commenter

    Should the success criteria be said at the start of every lesson?
     
  7. Poppychick

    Poppychick New commenter

    I've used them as more of a self-checklist created during main teaching input eg. WALT describe a character. SC - use ambitious words, use bullet points, neat presentation, evidence from text etc. The chidlren then checked their own or a peer's work against the SC and made appropriate changes. This was my understanding of them from the Shirley Clarke stuff.
     
  8. We use 'process' success criteria - the steps to achieve the learning objective. We put these in our planning so I copy and paste them onto my Activ primary flipcharts to refer to during the lesson. I also then often paste them into a table, with spaces on oneside for pupil to tick (self assessment) and on the other side for the teacher to tick (half triangle if not quite achieved). Any steps not met will be my 'wish' for next time, to move them on!
     

  9. I use S.C in this way.
    So the L.O is what they are trying to achieve/what they are aiming to learn in the session.
    The S.C is what they will need to do or what they have to include in their work in order to achieve the L.O. ie, to be successful. It is how they will show they have achieved the L.O.
    Eg- L.O- Can I explain how sounds are heard?
    <u>S.C</u>.
    Explain the process to someone.
    Use the correct words.
    Draw & label a diagram to show how sounds are heard.

     
  10. TEACHER16

    TEACHER16 New commenter

    Thats a very useway to think about it. If you have a learning objective from say the PNS. How would you then ensure this was put in child friendly language...i find this sometimes difficult.
     
  11. I put LO's as 'I can' statemens that I share with the class eg 'I can explain how we hear sounds.' or 'I can use a ruler to measure to the nearest cm' This is what they should be able to do at the end of the lesson. Success criteria I usually find work best when arrived with children, so they 'own' them and understand. In the measuring example we would come up with success criteria for using the ruler so we measure accurately. This may mean we agree on the SC at the end of the first session, but know them whenever we measure again. In literacy we will agree eg what makes a super piece of information writing. These will become our SC for writing any information text, children can use these to check their own work or that of their peers.
     
  12. This thread has been really useful but I have a few questions.
    Do all lessons have an LO (ie review or test lessons)
    For all lessons are there success criteria generated / given and displayed?
    This is obviously important however takes a long time to do every lesson. Do the children record the SC in any way?
    Also do the SC get put in planning?
    [​IMG]
     
  13. Every lesson should have a learning intention/objective. In each lesson you should want your children to learn something, not to just do activities. ALWAYS start with the learning intention before planning anything.
    I don't get the children to record any of the SC or LO, but they are displayed.
    We have to put our SC in planning.
    I always make sure my LO's say 'to be able to' or 'to understand'
     
  14. That is helpful thanks !
    So... in an ideal world shouldnt the children come up with the success criteria themselves ? So would you elicit them or tell them? What if they are different to the ones in your planning?

    How do you/ people display SC - as "I can...." statements in planning and on the board?
     
  15. We use WALT and WILF. I always state the learning objective or WALT at the beginning of the lesson, At the end of the main session, I will display the WILF which I generally write as an 'I can' statement. Towards the end of a literacy unit when they will be writing a more independent piece of work, I will display the success criteria that they will need to get to their WILF eg I can write a simple playscript. The SC will be different for different groups. We will have been discussing the SC for a playscript throughout the unit and will have been writing it up as a group. I just tidy it up and print it out for them to put in their books and then self-assess/check before I mark it.
     
  16. Thanks Irulan
    It is good to know people are doing similar things
    How do SC come up in planning - we write the LO but not SC. Feel we should do both really....

     
  17. TEACHER16

    TEACHER16 New commenter

    I write my success criteria under the Learning Intention on my lesson plan. Should children make up the success criteria or is it best for the teacher to share these with the children and should they be written on the IWB?
     
  18. Some teachers choose to put the learning intention on the board/IWB. I have also seen teachers use a laminated sheet on a wall in the teaching area with WALT/WILF characters on it. This can then have LI's written with dry wipe pen and reused for each lesson.
     
  19. Conversley, it can be argued that the stipulation of 'WALT / WILF/ LO's and so on can have a negative impact on the ability for teachers to enable student generated questions, challenges or targets and as a result reduces their ownership of their learning, their motivation and their sustained or deep level of focus. As with observations the goal can blind you to the incidental learning.
    Whilst the WALTs and WILFs and so on have there place it is primarily a symptom of the test culture and we should not let that cause the suffocation of unplanned learning.
    Always important to view from both sides.
     
  20. I've found this thread really interesting, because at the school where I teach as a Maths specialist we do things slightly differently - we have a LO ("To understand how to...", for example) which is often adapted from the Key Objectives from the Primary Strategy; the SC are then listed as three differentiated "I can..." statements. The idea is that everyone in the class <u>must</u> meet the first SC, most of them <u>should</u> meet the second, and some of them <u>could</u> meet the third, broadly matching the higher, mid and lower attainers within the group.
    The LO is nearly always shown at the start of the lesson. The exception would be if, for example, we were doing a practical to show that angles in a triangle add up to 180 degrees, and the LO would give it away! SC are often shown at the start and then referred to throughout and especially at the end. "Who thinks they've met SC2 so far? How can you show me that you've met SC3 in the next 10 minutes?" I find it easiest to display the statements on the Smartboard - I have a template saved and just copy in the relevant statements (which are also included in my weekly planning). It's great for self- and peer- assessment, as you can ask children to write down "I met SC1" or "J met SC3", for example.
    I also sometimes have the LO and SC photocopied on paper to be stuck into books. When I'm marking I can then refer to the SC myself: "Well done D, you have met SC2 today. To meet SC3 you would need to do xyz..."
    I'm not suggesting that this approach is better than some of the others mentioned above, it just happens to be the one we use at our school, but it may give those of you who were asking a few more ideas :)
    Oh, and to an extent I'd agree with Billikins above, too; it's always important to be flexible and being completely committed to today's LO every single time wouldn't allow us to enjoy the spontaneous learning that can take place sometimes when someone asks a tangential question. As far as ownership of learning goes, for some subjects we actually get the pupils to generate questions about a topic (eg India in Geography) and use those to write the LOs for that topic - we display their questions on the classroom wall and tick them off as we answer them - they love that involvement in the process and we always manage to cover the 'required curriculum' too!
     

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