CTESS ebook

A3 . Teacher makes the explicit learning intention and success criteria evident to the students (e.g., posted/written, stated/referred to by the teacher, students can state when asked). Instruction is more effective when students know what they are supposed to be learning (learning intention), why they are learning it (relevance), and how they will show proficiency (success criteria). This is best accomplished when learning intentions and success criteria are specific and clearly stated in student-friendly language. Learning intentions are more specific and clearer to students than Standards. Students in a classroom should be able to explain what they are learning (learning intention), why they are learning it (relevance), and how they will know when they are successful (success criteria). This may follow the structure: I am learning __(LI)__, so that I will be able to __(relevance)__. I will know I am successful when __(SC)__. *If learning intentions and success criteria are not clear to the observer, the observer should ask at least three students: 1) what they are learning today (learning intentions), 2) why they are learning it (relevance), and 3) how they will know that they learned it (success criteria). Highly Evident All three of the following were observed: • Both the Learning Intentions and Success Criteria are posted/written in student-friendly language (not just referencing Standards). AND • The teacher states both the Learning Intentions and Success Criteria. Alternatively, at least two out of three students can state what they are learning [learning intention] and either why they are learning it [relevance] or how they will show that they learned it [success criteria] when asked. AND • The teacher references both the Learning Intentions and Success Criteria (e.g., teacher restates, revisits, points out to students, or directly connects the learning activity to the learning intention and specific success criteria for the students). Evident • Both the Learning Intentions AND Success Criteria are posted/written in student-friendly language (not just referencing Standards). AND One of the following were observed: • The teacher states either the Learning Intentions or Success Criteria. Alternatively, at least two of three students can state what they are learning [learning intention] or either why they are learning it [relevance] or how they will show that they learned it [success criteria] when asked. • The teacher references either the Learning Intentions or Success Criteria as part of the lesson (e.g., teacher restates, revisits, points out, or directly connects the learning activity to the learning intention or specific success criteria for the students). Partially Evident One of the following was observed: • Learning Intentions OR Success Criteria are posted/written in student-friendly language (not just referencing Standards).

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