Embedded Files
Classroom Practice:
Success Criteria
Classroom Practice:
Success Criteria
Intended Purpose:
Intended Purpose:
The purpose of success criteria is to provide Long-Term English Learners (LTELs) with a clear understanding of what successful learning looks like. By explicitly outlining the specific goals and expectations for a task or lesson, success criteria help students answer the critical questions: "How will I know that I have learned it?" and "How will we know that we have learned it?" These guidelines serve as a roadmap, ensuring that students have a clear focus on the learning objectives and understand the steps required to achieve them.
Success criteria not only clarify expectations but also foster a shared understanding between teachers and students. This shared clarity enables students to monitor their progress, self-assess their work, and take ownership of their learning journey. When success criteria are used consistently, they create a structured and supportive learning environment where students feel confident in their ability to meet academic challenges.
Benefit for LTELs
Success criteria are particularly beneficial for LTELs because they provide a concrete framework for understanding and achieving academic goals. Many LTELs face challenges with abstract or implicit expectations, which can create barriers to success. By making expectations explicit and accessible, success criteria help to demystify the learning process and reduce anxiety around academic tasks.
For LTELs, success criteria also serve as a valuable language support tool. They often include specific academic language and key terms that students need to understand and use, which helps to build their linguistic proficiency alongside content knowledge. Additionally, success criteria encourage active engagement and participation, as students can use them to self-assess, set personal goals, and seek targeted feedback from their teachers.
Integrating success criteria into classroom practices can help teachers create a more equitable and inclusive learning environment. This approach empowers LTELs to take an active role in their education, fostering greater confidence, independence, and a sense of accomplishment.
ELD.PI.5 Listening actively and asking or answering questions about what was heard
ELD.PII.5 Modifying to add details
SL.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
Can be used in all disciplines for all deliverables.
Teacher Moves
Teacher Moves
Define and display success criteria clearly at the start of each lesson.
Use accessible language and visual aids to make criteria understandable.
Provide models or exemplars to show what success looks like.
Reference success criteria throughout the lesson to maintain focus.
Offer specific feedback tied to the success criteria.
Encourage reflection and discussion about progress toward meeting the criteria.
Bonus: Think about co-creating success criteria with students to promote engagement and ownership.
Student Moves
Student Moves
Review and clarify understanding of the success criteria with teacher and peers.
Use provided models to guide their work. Models should serve as inspiration, not plagiarise.
Self-assess progress using the success criteria as a checklist.
Seek feedback and ask teachers and peers questions about areas of uncertainty.
Practice academic language and key terms from the criteria. Incorporate vocabulary in your conversations, presentations, and writing.
Reflect on feedback to refine their approach and meet goals.
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