John Hattie Learning Intentions and Success Criteria

Summary

The speaker emphasizes the importance of clearly defining success criteria in education to foster effective learning. They advocate for showing students what success looks like before starting a task, as this can improve engagement and efficiency. The transcript critiques common practices that focus on performance metrics rather than mastery and stresses the need for teachers to have a deep understanding of each student's starting point to set appropriate success criteria. The speaker also discusses the role of visible learning and the impact of clear expectations on student motivation and lifelong learning.

Takeaways

• 📝 Success criteria should be based on what students are supposed to learn, not just what they are supposed to do.
• 👀 It's important to show students what an 'A' or 'B' looks like before they start, to give them a clear goal to aim for.
• 🕒 Teachers often struggle with defining success criteria, as they associate it with the end of a series of lessons rather than ongoing learning.
• 🏫 Schools need to adjust their time frames to value efficiency and encourage learning that can happen earlier than the end of a series of lessons.
• 📉 Many students give up or only do the minimum required until the end of the lesson, which is not conducive to lifelong learning.
• 🤔 Students need to understand what success looks like early on, which requires teachers to be clear about expectations from the start.
• 🏀 Using a sports analogy, if students don't know the rules or how to score, they are unlikely to engage in the learning process effectively.
• 🔍 Teachers should have a deep understanding of where each student is at the beginning of the learning process to set appropriate success criteria.
• 📈 Mastery learning is more effective when teachers show students what it looks like, rather than just telling them the criteria for success.
• 👶 Understanding what students already know is crucial at the start of lessons to avoid unnecessary repetition and focus on gaps in knowledge.
• 🎯 The ultimate goal is to create an environment where students know what success looks like, are self-motivated, and are engaged in their learning journey.

Q & A

What is the main focus of the speaker's discussion on learning intentions and success criteria?

The speaker emphasizes the importance of defining success criteria in terms of what students are supposed to learn, rather than what they are supposed to do, and the need to show students what success looks like before they start a task.

Why does the speaker believe it's a mistake to have learning intentions only about the task at hand?

The speaker argues that learning intentions should be about the learning outcome, not just the task, as focusing only on the task can make the learning process uninteresting and less about the actual learning.

What analogy does the speaker use to illustrate the importance of knowing the rules and objectives before starting an activity?

The speaker uses the analogy of teaching Australian Rules Football without explaining the rules or how to score, which would likely lead to confusion and quick abandonment of the game by the participants.

What does the speaker suggest as the best way to show students what success criteria are?

The speaker suggests showing students examples of what an A or B grade looks like before they start, so they have a clear understanding of the end product they are working towards.

Why does the speaker argue that showing students what success looks like is crucial for efficient learning?

The speaker believes that knowing what success looks like helps students to focus on the learning outcomes and to understand what is important, which can lead to more efficient learning and less time wasted on irrelevant material.

What is the speaker's view on the timing of when to introduce success criteria to students?

The speaker advocates for introducing success criteria upfront, at the beginning of the learning process, so that students know what they are working towards from the start.

What does the speaker mean by 'visible learning school'?

A 'visible learning school' is one where students know what success looks like before they start, which is a key aspect of making learning more transparent and student-centered.

What is the speaker's concern about the common practice of waiting until the end of a series of lessons to reveal what success looks like?

The speaker is concerned that this approach does not value efficiency and can lead to students giving up or only doing the minimum required until the end, which is not conducive to lifelong learning.

Why does the speaker mention the importance of understanding what students already know at the beginning of a lesson?

The speaker points out that understanding what students already know is crucial for setting appropriate success criteria and ensuring that the learning is building on existing knowledge, rather than repeating what the students have already mastered.

What does the speaker suggest as a strategy for teachers to assess whether students truly understand the material?

The speaker suggests that teachers should be more creative in their teaching strategies, using different ways to assess understanding, rather than relying solely on traditional tests.

What is the speaker's ultimate goal in advocating for clear success criteria and visible learning?

The speaker's ultimate goal is to make schools more inviting places for students, to keep them engaged in learning for as long as possible, and to support their lifelong learning and self-motivation.