SSP
Learning Goals & Success Criteria
Our Learning Goal …
 We
are learning how explicit and
visible learning goals and success
criteria deepen student thinking
and impact student learning
This is important because…
 It is difficult to hit a target that isn’t clear.
 Learning Goals and Success Criteria help teachers and students to
develop a common understanding of what is to be learned and
what success looks like and sounds like.
 Students become independent, self-monitoring learners.
Our Success Criteria…
We know we are successful when…
 We can identify what learning goals and
success criteria look like and sounds like
in the classroom (i.e. timing, placement,
development process)


We understand the centrality of learning
goals and success criteria in relation to
student achievement

We recognize the attributes of a good
learning goal and effective success criteria
“The
single most important thing
that he could have done
would be to have
set a clear learning goal
for what he wanted students to
learn from the lesson.”
(page 6)
Learning Goals
& Success Criteria
Learning Goals…
Describe for students
what they
should know and
be able to do
by the end of a period of
instruction
• Clearly
identify what students are
expected to know and be able to do, in
language that students readily
understand.
• Based
on curriculum expectations
• Shared
at or near the beginning of the
learning cycle
• Common
understanding of learning
goals develops through discussion and
clarification during instruction.
From Growing Success, page 33
Learning Goals…
 Identifies
skills
 Verbs
 Uses
 Brief
the knowledge and/or
are specific and observable
student friendly language
and concise
 Stated
from the students’
perspective
 Incremental
and scaffolded
Learning Goals…
The expectation is from
Grade 9 Academic –
Number Sense & Algebra
• Solve problems that can be
modelled with first degree
equations, and compare
algebraic methods to other
solution methods
Specific Expectation
Uncovering the Big Ideas for Algebra
Marian Small has
uncovered 7 Big Ideas for
the Algebra strand.
Read the selection from “Big
Ideas from Dr. Small” and
determine the Big Idea(s) for
this question.
What’s the Big Idea?
3. The same algebraic expression or
equation can be related to different real
world situations, and different algebraic
expressions or equations can describe the
same-real world situation
2. Comparing mathematical relationships, for example,
algebraically, numerically, verbally, or pictorially/concretely,
helps us see that there are classes of relationships with common
characteristics and helps us describe each member of the class.
4. Many equivalent representations can describe the same
situation or generalization. Each representation may give a
different insight into certain characteristics of the situation or
generalization.
What’s the Big Idea?
 Identifies
skills
 Verbs
 Uses
 Brief
the knowledge and/or
are specific and observable
student friendly language
and concise
 Stated
from the students’
perspective
 Incremental
and scaffolded
Learning Goals…
Criteria describe what
success “looks like”, and
allow the teacher and
student to gather
information about the
quality of student
learning.
Success Criteria…
• Co-constructed with
students in their language
• Open to review and
revision
• Linked – to the learning
goal, achievement chart and
curriculum
Success Criteria
• Involve students in
identifying,
clarifying, and
applying criteria
in their learning
OUTCOMES…
Assessment
For Learning
and
As Learning
Pages 28-36
1.1 Students and teachers share a
common understanding of the learning
goals and success criteria.
At the school:
Assessment instruction are collaboratively designed
to ensure a clear understanding of the learning goals
and success criteria
In the classroom:

Students and teacher co-construct the success
criteria.

Success criteria learning goals and exemplars are
visible.

Curriculum expectations related to the identified
learning goals inform the creation of
anchor/criteria charts.

Learning goals and success criteria are expressed
in language meaningful to students to ensure
common understanding of the learning.

The connection between instruction and
assessment and the learning goals is made
explicit to students.
Students:

Articulate the learning goals and the success
criteria that will be used to assess their learning.

Participate in the development of their own
learning goals.