Success Criteria & Exit Strategies
Nyree Wilson - Learning Specialist
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Exit strategies are a way of using the closing minutes of a lesson to celebrate and affirm what students have been able to achieve, have a bit of fun to reward effort, and/or check students' achievement of the Learning Intention and Success Criteria.
Exit strategies are a way of using the closing minutes of a lesson to celebrate and affirm what students have been able to achieve, have a bit of fun to reward effort, and/or check students' achievement of the Learning Intention and Success Criteria.
What are Success Criteria and how can exit strategies enhance their use?
What are Success Criteria and how can exit strategies enhance their use?
Set the direction of the lesson with success criteria, and give students a checklist of what they can do, say, make or write to demonstrate their learning.
Success criteria give students clear goals for the lesson and help them focus their thinking.
Success criteria give students clear goals for the lesson and help them focus their thinking.
Written as 'I can ... ' statements, students can use the success criteria to identify what they should be able to have done, said, made or written to achieve the Learning Intention of the lesson.
For example:
I can define Success Criteria
I can explain how Success Criteria can help focus my learning
I can use an example to explain the value of Success Criteria
Why do Exit Strategies enhance the use of Success Criteria?
Why do Exit Strategies enhance the use of Success Criteria?
Exit strategies are a way of getting a quick read at the end of a lesson to see what students have learned, and what gaps might need to be addressed in the next, or future lessons.
Exit strategies are a way of getting a quick read at the end of a lesson to see what students have learned, and what gaps might need to be addressed in the next, or future lessons.
A good exit strategy will take student's thinking back to the Learning Intention and goals of the lesson and ask them to reflect on what goals they have achieved and what they could to to improve.
Exit strategies can also be used to create closure for the lesson, emphasise the learning focus again, and/or to celebrate what students have achieved.
How can I use success criteria in conjunction with exit strategies to assess what students have taken away from a lesson?
How can I use success criteria in conjunction with exit strategies to assess what students have taken away from a lesson?
Success Criteria set the direction of the focus and give students clear goals to aim for.
Success Criteria set the direction of the focus and give students clear goals to aim for.
Students prepare their thinking for the lesson.
Exit Strategies help conclude the lesson and bring students' thinking back to the Success Criteria.
Exit Strategies help conclude the lesson and bring students' thinking back to the Success Criteria.
Students reflect on their learning and what they were able to achieve.
When you choose an exit strategy you want to use, be clear about your purpose. Do you want to check students understanding or thinking? Do you want to check their progress towards the goals? Do you want to generate a concluding discussion to assert a key point or idea?
Keep it simple. Be clear about exactly what evidence you want, and make sure that your chosen exit strategy is providing you with evidence or feedback from students that you will respond to in your next, or future lessons. Doing so builds trust in the student group, and they will become more willing to share what they are struggling with, or excelling at.
Example of how Exit Strategies can be positioned within a lesson plan based on a 60 minute lesson.
Example of how Exit Strategies can be positioned within a lesson plan based on a 60 minute lesson.
Learning Intention:
To explore how we can use exit strategies to evaluate students' achievement of the lesson's success criteria
Success Criteria:
I can identify exit strategies that I would be willing to try.
I can explain why I want to try these exit strategies and how they will help me evidence specific learning or thinking.
Learning Activities:
Tuning In (Prepare for our learning): 5-10 minutes
Read the Learning Intention and Success Criteria.
Explore the resources provided about success criteria and exit strategies. As you explore, make note of any questions, or wonderings you have. Also identify an exit strategy you might be willing to try.
Mini Lesson (Introduce new learning): 15 minutes
We will summarise the purpose of Success Criteria and each of the suggested Exit Strategies.
We will share our questions and wonderings in a discussion.
We will provided a suggested planning template for your lessons to support your rehearsal of how you will plan for and use your chosen strategy.
Focused Work (Dive deeper into our learning): 20 minutes
Independent work:
1. Choose a class you would like to use your chosen strategy with.
2. Draft a lesson plan using the provided template, or use your own.
3. Make a note about what evidence you hope to capture from the exit strategy you have included in your plan.
Reflect (Check our understanding for today's learning): 10 minutes
Exit Strategy: Stand Up - Sit Down
Questions:
Have you identified a strategy you are going to try?
Can you explain why you want to try these exit strategies and how they will help you evidence specific learning or thinking?
Would anyone like to share their planning and thinking?
Want to explore more?
Want to explore more?
Exit ticket strategies and other wrapping up and self reflection strategies - Corwin University
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