1. Sharing learning outcomes and success criteria

2. Program for the session
Check in: introductions, aims and outcomes
Sharing existing practice (write, pair and share)
Generating outcomes and success criteria (carousel workshop)
Generating outcomes and success criteria (debrief)
Using outcomes and success criteria in practice (physical activity)
Check out: evaluation, next steps

3. How can we do it more effectively? What are we talking about?
Sharing learning outcomes and success criteria
How can we do it more effectively?
What are we talking about?
Why is it important?
Why can it be difficult?
Refer them to their programme 3

4. What do we mean by ‘assessment for learning’?
“In this paper, the term ‘assessment’ refers to all those activities undertaken by teachers, and their students themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment only becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs.”
Paul Black and Dylan William ‘Inside the Black Box’
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 4

5. Assessment for learning is about three things…
Gathering information about your learners’ learning
Analyzing that information
Using your analysis to inform your teaching to help your learners learn more effectively
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 5

6. Four practical areas
Sharing learning outcomes: being clear about what students are expected to learn and that they know what they have to do to be successful
Asking better questions: using questions that cause thinking and giving students more support to answer them
Making feedback count: improving the quality of verbal and written feedback you give to students
Promoting assessment by students: developing peer and self assessment to help students to give each other feedback as they are learning
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 6

7. Formative assessment has four crucial elements
1. Students being clear about what they know/understand or can do now – the current level of performance
2. Students knowing what they need to achieve – the desired level of performance
3. Teachers knowing what help they need to give to students so that they can bridge the gap themselves
Highlight and prompt marking is a practical way of including the three crucial elements of feedback in your marking
4. Students actually using that help to bridge the gap for themselves

8. We are learning to…
Deepen our current understandings about how sharing learning outcomes and success criteria can work in practice in the classroom
Identify practical ways which can help you improve your practice
These 2 days explore the differences and similarities of teaching adults rather than children
We will give you lots of ideas to make the most of running courses and workshops
This course is not about you sitting and listening, you will be given lots of opportunities to share ideas, talk in groups, report and present to the main group
Explore how your role in school or in the future can be enhanced through leading CPD events
But beware re the possibilities of working as an accredited trainer for CE. Don’t make it sound like a hard sell or that passing the course is an entitlement to work 8

9. We will know we have been successful if…
There is a high level of open and honest discussion
You find the session interesting and/or enjoyable
You deepen your understanding of how to use outcomes and success criteria more effectively
You find at least one practical “take-away idea” you can use in your classroom
This is important if you want strangers to work together and feel comfortable.
It is also important to have a good warm up activity when you are working with colleagues – they need to be ready and focussed for the new task in hand.
The task attached to introductions is on the next slide 9

10. How can we do it more effectively? What are we talking about?
Sharing learning outcomes and success criteria
How can we do it more effectively?
What are we talking about?
Why is it important?
Why can it be difficult?
Refer them to their programme 10

11. Draw a house
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 11

12. Draw a house marking scheme
When marking your partner’s house please follow these guidelines:
Roof points
Chimney 5 points
Smoke coming out of chimney 5 points
Windows 5 points each (maximum 4)
Door points
Garage 50 points
Front drive 30 points
Patio points
Swimming pool points
Give your partner a score out of 300
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 12

13. Advantages of sharing outcomes and success criteria
Students are clearer about how to go about the task
Students are more focused on task
Students will persevere for longer
The quality of students’ work improves
Behavior especially time wasting tactics at the start of lessons improves
The dialogue between students while they are working is more likely to focus on the learning intention rather than their own interests
Students become automatically self evaluative
Marking is easier
Shirley Clarke
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 13

14. How can we do it more effectively? What are we talking about?
Sharing learning outcomes and success criteria
How can we do it more effectively?
What are we talking about?
Why is it important?
Why can it be difficult?
Refer them to their programme 14

15. Carousel activity (page 4 in the handout)
Write down two or three learning outcomes on the topic you have been given.
Add one or two more to the existing list on the same topic.
Check if the outcomes are well expressed in child speak and not too broad or too specific and change them if necessary.
You should now have at least one good learning outcome now. Develop some success criteria for it and make sure they are well linked to the learning outcome, but avoid using the same words as the learning outcome.

16. A good learning outcome...
Is well-expressed in child-speak
Is not too broad or too narrowly focused, not too short or too long term
Is at the right level for the learners (just beyond what they do on their own)
Contains words associated with learning (e.g. know that, understand, know how)
Is closely linked to the success criteria that help the learner to achieve it
the best trainer – whilst they are working stick posters with these headings around the room.
When they have had their 15 minutes go to the next slide 16

17. Good success criteria…
Are well linked to the learning outcome
But avoid using the same words as the learning outcome
Emphasize the process of learning where possible –what learners specifically need to do, to know or to think about to produce the end product
Where they do describe an end product or a performance, give details about what will make that product or performance effective or successful
the best trainer – whilst they are working stick posters with these headings around the room.
When they have had their 15 minutes go to the next slide 17

18. Primary example – reading
First attempt
Primary example – reading
Learning outcome:
I am learning to read words I find difficult.
Success Criteria:
I know what to do when I am stuck at a word.
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 18

19. Second attempt Learning Outcome:
I know what to do when I am stuck at a word.
Success Criteria:
I sound out the word (child speak for phonics).
I see if it looks like a word I know (child speak for word patterns – ball, call, wall, etc.).
I read the words around it (child speak for context clues, train arrives at the s…..).
I look at the picture (child speak for picture clues).
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 19

20. Secondary example – modern languages
First attempt
Secondary example – modern languages
Learning Outcomes:
“We are learning to be able to use common words and phrases to talk about ‘les vacances’ in French.”
Success Criteria:
“I know what strategies to use to develop my vocabulary on ‘les vacances’.”
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 20

21. Second attempt Learning Outcome:
I know what strategies to use to develop my French vocabulary.
Context:
‘les vacances’
Success Criteria:
I can find words and phrases in the list that I know.
I can cluster like words and phrases together.
I can explain to my partner why they are the same.
I can tell my partner why theirs are the same.
I can sort out all the words and phrases into five like groups.
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 21

22. How can we do it more effectively? What are we talking about?
Sharing learning outcomes and success criteria
How can we do it more effectively?
What are we talking about?
Why is it important?
Why can it be difficult?
Refer them to their programme 22

23. strategies for success
The terminology can get in the way
outcomes
grades
expectations
strategies for success
evidence of success
intentions
aims
objectives
targets
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great.
success criteria
levels 23

24. We are talking about sharing three kinds of information on a regular basis with our learners and doing so as clearly and explicitly as possible…
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 24

25. What are we intending to learn from doing this task?
The learning outcome, intention or objective
What students can expect or are expected to learn by the end of the lesson or series of lessons
This can be thought of as the ‘goal’ or the ‘end’ – the reason why they are doing a specific task or undertaking a particular piece of work.
What are we intending to learn from doing this task?
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 25

26. How will we know we have succeeded in learning?
The success criteria or evidence of success
This is the evidence both students and teachers will need to know whether or to what extent they have been successful.
They describe “what both the teacher and the student are looking for in the product the student produces or the performance the student gives.”
How will we know we have succeeded in learning?
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 26

27. What do we need to do to succeed?
The success criteria or strategies for success
The success criteria can also be descriptions of the strategies learners might use to produce the end product or be able to give the performance. In this sense they can be the means to the end.
What do we need to do to succeed?
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 27

28. How can we do it more effectively? What are we talking about?
Sharing learning outcomes and success criteria
How can we do it more effectively?
What are we talking about?
Why is it important?
Why can it be difficult?
Refer them to their programme 28

29. The concept of learning outcomes and success criteria needs to be disentangled from the idea of standards, grades and levels.
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 29

30. Learning outcomes and success criteria
Standards
Learning outcomes and success criteria
What are they?
Broad descriptions of the levels of performance required for grades.
- What are they?
Specific descriptions of what learners can expect to learn, what quality learning looks like and the strategies for success.
What are they used for?
To monitor the progress students are making against nationally agreed standards over a period of time.
To help scaffold students’ learning on an on-going daily basis.
Who are they for?
Mainly school administrators, parents and the wider community for the purpose of accountability.
- Who are they for?
Mainly for teachers to use with students to help them learn and become more effective learners.
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 30

31. Write learning outcomes and success criteria at the same time
It helps you to decide which is which
How they fit together
How they relate to the activity
You as tutor have a handout that lists the ideas that were developed on the first course to hand out after they have made their contributions. If you can collect in their ideas and we can add to our list that would be great. 31

32. Writing learning outcomes forces you to be clear about what you really, really want students to learn:
Closed skills? use quotation marks
Open skills? write complex sentences
Knowledge? know what latitude and longitude are
Concepts? understand the importance of healthy living
Applications? how to use Pythagorean theorem
This is the introduction for the next slide
Give out A5 paper
We want you to get the most you possibly can from these 2 days and we will always tweak a course if achievable
Then ask them to reflect on what they hope to get from the two days and to put this down on paper and pass to the tutor.
Tutor will look at these whilst they are working on other activities to make sure these are addressed if at all possible. 32

33. Spot the difference!
“Know the basic life processes common to humans and other animals” might become…
“We are learning to be able to tell what is alive and what is not alive.”
Success criteria:
We know that there is no one way of telling whether something is alive or not alive.
We can put things into one of three categories: alive, once alive and now dead, or never been alive.
We can explain our thinking in writing.
We can describe the “rule” or “reason” we used to decide whether something is alive or not alive.
This is the introduction for the next slide
Give out A5 paper
We want you to get the most you possibly can from these 2 days and we will always tweak a course if achievable
Then ask them to reflect on what they hope to get from the two days and to put this down on paper and pass to the tutor.
Tutor will look at these whilst they are working on other activities to make sure these are addressed if at all possible. 33

34. Strategies for success Evidence of success
Devising success criteria makes you really, really think about what will best help students learn and when they need that help…
Strategies for success
Evidence of success
Before, after and/or during the task
This is the introduction for the next slide
Give out A5 paper
We want you to get the most you possibly can from these 2 days and we will always tweak a course if achievable
Then ask them to reflect on what they hope to get from the two days and to put this down on paper and pass to the tutor.
Tutor will look at these whilst they are working on other activities to make sure these are addressed if at all possible. 34

35. We are learning to:
be able to juggle three scarves
Evidence of success:
We can juggle three scarves cross throwing
We can do this for at least ten seconds
We can still do it after a period of time has elapsed

36. Strategies for success:
I held the scarves palms down.
I started with the hand with two scarves in it.
I concentrated on the throwing and said to myself ‘throw, throw, throw….”
I kept time to the music.
I threw across and flicked them high.
I caught the scarves palms down.
I caught the first scarf just before I threw the third one.
I picked up the scarves I dropped and kept going.