John Hattie Learning Intentions and Success Criteria
Summary
TLDRThe 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.
Outlines
📘 Importance of Learning Intentions and Success Criteria
The speaker emphasizes the importance of setting clear learning intentions and success criteria for students. They discuss the difference between focusing on what students are supposed to learn versus what they are supposed to do. The speaker critiques the common practice of defining success criteria based on task completion rather than learning outcomes. They advocate for showing students what an 'A' or 'B' grade looks like before they start, to give them a clear target for their learning. The speaker also touches on the challenges teachers face in defining success criteria and the need to adjust teaching strategies to ensure students understand the learning objectives before they begin a task.
📚 Mastery Learning and the Role of Success Criteria
This paragraph delves into the concept of mastery learning and the role of success criteria in achieving it. The speaker recounts an unsuccessful attempt to implement mastery learning through success criteria, which only worked when teachers were taught to show students what mastery looked like. The speaker argues against the idea of keeping students in the dark about the end goal of their learning, stating that it's crucial to make schools inviting places for students to stay and engage in learning. They stress the importance of understanding each student's starting point and setting individual success criteria for them, to ensure that every student is making progress relative to their own abilities and the standards set for them.
Mindmap
Keywords
💡Learning Intentions
💡Success Criteria
💡Visible Learning
💡Efficiency
💡Mastery Learning
💡Self-Regulation
💡Curriculum
💡Growth Mindset
💡Strategies
💡Assessment
💡Professional Development
Highlights
Importance of defining success criteria in terms of learning outcomes rather than activities.
Mistake of setting learning intentions based solely on the task of the day.
The value of showing students what an A or B looks like before they start to set expectations.
Challenges teachers face in defining success criteria due to time constraints.
Observation of students setting success criteria with teacher guidance.
The analogy of teaching sports without rules to illustrate the confusion in learning without clear criteria.
The need to show students what successful learning looks like upfront.
The role of success criteria in helping students to self-regulate and self-assess.
The impact of knowing success criteria on reducing irrelevant content in teaching.
The concept of a 'visible learning school' where students know what success looks like from the start.
The importance of understanding what students already know before setting success criteria.
The argument against waiting until the end of a lesson to reveal what success looks like.
The necessity for creativity in teaching strategies to assess if students truly understand the material.
The focus on mastery learning and how success criteria should reflect deep understanding.
The shift from performance-related success criteria to those based on learning mastery.
The goal of making schools inviting places to keep students engaged and in education longer.
The significance of the number of years in schooling as a predictor of adult life success.
The need for teachers to have a deep knowledge of each student's starting point.
The importance of setting individual success criteria for each student based on their unique starting points.
The expectation for teachers to demonstrate evidence of student growth throughout the year.
The use of growth measures as part of the assessment of student progress.
Encouraging teachers to be open to contesting and discussing the adequacy of their progress measures.
Transcripts
the operative word in that sentence you
asked me was
and learning intentions without success
criteria hopeless success criteria
without having learning intentions it's
not as bad not very
good one of the things that I I like shy
Clark from England's work in this area
particularly is how you can construct
those success criteria in terms of what
students are supposed to learn not what
they're supped to do and one of the
mistakes I see is so often you have a
learning attention about what we're
doing today it's just not interesting
it's not about the task like I go back
to the examples I was using before the
best way of showing students what
success criteria is to show them what an
a looks like before they start show them
what a b looks like show them what the
end of the product looks like now a lot
of teachers I work with struggle with
that because they think that what
success looks like is what you achieve
when you get to the end
and obviously in our time constrained
world the end means the end of a series
of lessons and we don't value efficiency
what would happen if the kids learned it
earlier well that's a bit of a problem
for us in many
ways we have to adjust that time frame I
went to a school this morning and I saw
the second part of what I wanted to say
on this is I saw the
students putting up success criteria
before they started they were doing
these science work and they were
starting with what would success look
like now they struggled to know what
that was they needed a lot of help
that's why the teacher there but
teaching the kids up front what it looks
like when they get there how do I know
when they get like I go back to my
sports analogy if I said to the if I
said to you I'm going to teach you what
Australian Rules Football looks like but
I'm not going to tell you what the rules
are and I'm not going to tell you how to
score but I want you to go out there and
play
it for many of many of you you'd give up
very quickly particularly in a game like
Australian Rules it just looks random
unfortunately for a lot of kids in that
school that's what learning looks like
so all I have to do is wait and I'll
either be guided or I'll be told
off what I want to do up front is show
them what that success looks like like I
go back to the example before I'm a kid
I'm struggling in maths please give me
the answer and then I'll worry about the
strategy show me what that success looks
like now I want both I want them to get
the right answer but sometimes I have to
show them successful learning in this
way and now I want you to concentrate
and use your efficiency in terms of the
strategies now the other the other part
of that is that if you teacher before
you start have a clear understanding of
what success looks like you're more
likely to get rid of the stuff that
doesn't matter you're more likely to
acknowledge and understand what it looks
like and you are and here's the critical
one you're more likely to tell the kids
up
front when I went back before and talked
about what a visible learning school
looks like it's when kids know what
success looks like before they starts
like a lot of kids will give up or
they'll do do what they have to do until
the Bell goes that is not what you call
lifelong learning that's not what we I
think our schools are about for some
students they will do what you ask them
to do regardless of whether it's the
beginning or the
end
great but what about those other
kids it's only if it's showing up near
the front now the front doesn't mean the
very first day sometimes on the first
day you want to understand what the kids
know and don't know before you decide
what success looks like like um gr
nuttle he spent years of his life
putting microphones on kids every
morning of the year every afternoon he
went home and listened to them one of
his findings 60% of what's taught in
every lesson the kids know already so
it's a very important phase at the
beginning to understand what kids don't
don't know but very soon after that I
just don't think there is any excuse for
not exposing to the students what
success looks like in this lesson you
might want to then argue that it's
cheating that they get to know
is it really such a problem that they
learn what the end of the task looks
like up the front now what you're going
to have to do as a teacher is you're
going to have to be more creative about
thinking different ways for
understanding whether the kids truly
have got it or if they're parting and
that requires a different set of
teaching strategies but those are the
strategies I want you to have I just
don't think there's any argument about
why it should be a secret why should we
be the people in the room that will dob
you on the head and say now you've got
it if you're going to believe that kids
should be self motiv should it should be
into um self-regulation and should be in
all this lovely language we like to use
if you're going to self-monitor if
you're going to self assess if you're
going to selft talk if you're going to
worry about the the whole self-
evaluation you better have a Target to
do that to now one of the things we
discovered uh and we mainly worked in um
years seven eight in this area is that a
lot of kids they have goals they have
success criteria but the majority of
those success criteria is performance
related doing it on time doing it neatly
and making it
expand to the length supposed to be and
we stupidly in retrospect went into
those schools and said well how do we
get them to have more Mastery learning
and we did success criteria the it
didn't work the only it worked finally
when we taught the teachers how to show
kids what Mastery looked like in success
criteria and yes many kids parroted what
the teachers were saying but we don't
see that as a problem at all of course
we want more than that and so now I
don't think there's any excuse for doing
it at the end I don't think that we
should be saying to kids in every lesson
just trust me wait and I'll tell you and
you might get there or you might not um
like the thing that drives me most in in
my um work in schools is finding ways to
keep kids in schools as long as possible
like as a as a father of those four boys
Hank Len's work impressed me he he
showed that the best predictor in adult
life of health wealth and happiness was
not achievement at school it was the
number of years in schooling so I am
absolutely obsessed with ways in which
we can make schools inviting places for
kids to be and most kids make the
decision about to stay in school around
the ages of 111
12 and so how do we make learn you're
sure as hang don't make learning
inviting by saying wait wait I'll tell
you when you get there do more oh now
I'll give you a test now I'll see if
you've got there for some kids they love
it they'll go on to be our doctors and
our lawyers they love that kind of game
but for many kids who are going to be on
our entrepreneurs are going to be our
most successful in people in our
community they want to have more control
of their learning if I was working with
you in a school I'd want to hear up
front what in this particular year group
you look you're dealing with what
success look would I like to start with
so you've got this group of kids now
what I want to listen to is I want you
to have a deep knowledge of where every
student is at the beginning if you just
told me generally and said this is the
curriculum I'd be worried I'd want to
know we each kid start because one of
our Killers is that like we group kids
in our system and you do it here
interior by years now I know that what
year two means is that there is in year
two there were at least two years growth
Gap I know year five means there a five
years growth Gap and year five year 10
there a 10 years growth Gap that's what
it means to me so there's no such thing
as a year two or year five curriculum so
if you started there I would be worried
so I want to hear what success would
look like and I obviously want you to
worry about every kid where they start
what success would look like I want to
be up front and the tool we created New
Zealand allows teachers to be upfront
allows principls to be upfront to
understand what you think success for
every kid was looks like so I can come
into you after a month and say look
Paulie this is what the year three
teacher has said this is what the year
five teacher has said this is what you
the year six teacher do you realize your
expectations are lower than the year
three I want to get in front of that
because I know that what your
expectations are in terms of what you
think success is is the most amongst the
most powerful things so I'd start there
what a successful I want you to show me
the nature of the evidence
of the growth of the kids through the
year and again if you showed me a test
you'd have failed if you don't show me a
test you would have failed I want to see
it across a variety of ways of evidence
about the growth that they're making
relative to the standards you're aiming
for obviously I'd want to include in
that some kind of growth measures the
growth effect side stuff that we've been
using um that's part of the equation not
the only part but that's part of it I
think any time the answer is one in
education we've got the wrong answer
it's a variety of ways and I'd want you
to do that with your other
teachers I'd like you in the
professional development that we have is
I want you to be prepared to be
contested about whether good enough is
good enough by you saying this is
evidence of the kind of change that I've
achieved this is where the kids were
starting this is where they're ending
and I'd like you be open about that with
your other teachers to say is that good
enough so that you can start to say have
I got a common conception of progress am
I getting the kind of progress I need
that's certainly the kind of things I'd
be wanting to do in a school
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