So....we needed to write shared success criteria as a class. This is often neglected at the start of a unit by teachers for various reasons - time pressure, they themselves are not sure where the unit may be headed or what final outcomes may look like. Teachers may then introduce an assessment rubric at the end of the unit, once the students have completed their inquiry. Hardly seems seem fair, does it?
During the past 6 years of teaching in the IB programme, this at least became clearer for my planning team because we found that with our yearly programme being foundationally consistant (units, central ideas and lines of inquiry, planning, learning outcomes, etc) but improved on as each successive year as we made more connections across the multiple learning areas.
|1. class analysis of Modigliani portraits, 2. success criteria for 'selfies' photos to be used as the model for their self portrait art work, 3. class developed success criteria for their pastel portrait artwork.|
|These were written by the students for their portrait work following on from Modigliani and now looking at pop art portraiture.|
The next steps of course is to lay out the learning steps to get there. Here it is advisable that an Areas of Responsibility chart is drawn up with the class. I have used a time-line format and place markers along the way with high level actions that need to be taken either by me as the teacher/guide or by the students as the learners. By using a time line that can be coloured in, a student can colour the line as the days/ weeks pass to see how well they are tracking.
The Learning Pit
Success criteria can be written by any age group for any learning action, no matter how small. In fact by doing it for the small things, like the example below, they get really good at it and you'll find it easier when it come to the more complex, rubric type success criteria.
|Year 1 students (age 5) establishing what makes for 'good' colouring-in.|
With love, as always
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