Elementary Examples

"I begin by taking a deep dive into our LG and SC, repeating it after me, discussing key vocabulary, and making sure students know what they need to do to be successful. I also emphasize the importance of knowing the SC throughout the lesson, and that good learners know the SC in order to monitor their strengths and weaknesses within a skill."

"During our we do, I make sure that we stop after each activity that aligns with our SC and do a quick check-in with my students. In 5th grade I would have them show me on a scale of 1-5 how confident they felt with that specific step of the SC. 1 being the lowest and 5 the highest. I make sure to emphasize how important it is to struggle and make mistakes, and highlight the perseverance that I’ve seen in the room. This builds a culture that allows students to hold up a 1 or 2 without feeling embarrassed."

"This is from a different lesson, but then during You do the students see this at the end of their independent work. They write corresponding number that matches their level of success and confidence. When they turn it into me we have a brief conversation about why they chose that number, and how they felt at the beginning of the lesson versus the end."

"This is how our success criteria and LG are posted in first grade, using visuals to help stamp the skill they are learning"

"We use lights to make our learning visible to ourselves and monitor how confident we feel with a certain skill."

"This was when I introduced the strategy of rewriting subtraction problems to be addition problems, in order to help us solve subtraction at a quicker rate. You see there is a lot of red, because they were struggling greatly and did not feel confident with the skill."

"This was one week later, on the same skill! Now that I feel like my first graders have internalized what it means to be successful as a learner, I am going to create a system for them to track their success over the course of a week. They will track their light color from Monday-Friday, in order for them to see their growth throughout the week."

In order to get the students to internalize the success criterias and learning objective for the day, I start by having the students read it to themselves first. After they have read and thought about it, I give the students  a couple of seconds to turn and talk with a partner about “what we are learning about” and “how are we going to master our learning objective?” Then have a couple of students share out. Then I have the students repeat after me for each Success Criteria. 

Begin the lesson *have the anchor chart created and visible for students to view throughout the lesson. 

Model the problem for the students and as you are modeling refer back to the success criteria and when you complete one of them, label it in the question. 

Then have the students try and walk around and monitor. If you see students making the same mistakes with not using the success criteria, stop whole group and try to explain another way for students to understand

I also will put the learning objectives and success criterias on the top of their Kami assignment we are working on for the day so they will have it in front of them at all times. I even began with the students copying down the learning objective and success criteria and keep it on the corner of the desk to refer to (it is time consuming, but i will say that the students were actually beginning to understand and remember what we were learning and how we could master it.