2. Some ‘classics’…
Storyboard
annotate
Fill in a
table
poster
Introduction of Diary entry
new material
/Stimulus / story
discussion / Brainstorm
Questions
Group from book
discussion
Role play
Comic strip
3. AFL as Process - where do
SC fit in?
Success Criteria
Learning Activity Feedback
Intention
Modelling
4. Ditch the language?
Do they
understand how
to do it well?
What are How well
What are they
they doing? did they
learning? do?
Have we shown
them how?
5. AFL as Process – following
it through…
Success Criteria
Student
Learning Activity Feedback Action
Intention
Modelling
6. ‘Pale’ AFL
Success Criteria
Learning Activity Feedback
Intention
Modelling
Often limited to Often limited as kids not
‘understand’ – no evidence clear about the qualities
of skills, eg ‘explain’ they’ve been aiming for
7. Low Impact on
High impact on Students
Students
High energy Frustration, cyni
/ time for Burnout
teachers
cism, negativity
Low Energy How can we get
/ time for Pointless
teachers
here?!
8. • Process criteria
How?
• Qualitative criteria
• Tick list
• NC levels / grades
• Student-formed
• All must, Most Should, Some Might...
• NOT AFTER THE TASK – WITH THE TASK – not
‘you did this well but...’, instead – ‘how well are you
doing...?’
9.
10.
11.
12.
13.
14.
15. Be aware of...
• Success Criteria which ignore the learning intention
and focus on the task
16.
17. Be aware of...
• Success Criteria which ignore the learning intention
and focus on the task
• Success criteria that are overcomplicated
18.
19.
20. Be aware of...
• Success Criteria which ignore the learning intention
and focus on the task
• Success criteria that are overcomplicated
• Success criteria that are given out, but not USED by
the teacher
• Success criteria that are purely abstract, and not
supported by models
21. Be aware of...
• Success Criteria which ignore the learning intention
and focus on the task
• Success criteria that are overcomplicated
• Success criteria that are given out, but not USED by
the teacher
• Success criteria that are purely abstract, and not
supported by models
• Success criteria that are purely process-focused, and
give no indication of quality or challenge (may or may
not be appropriate)
22. What’s to love Enriched
about feedback and
Success dialogue
Criteria? Evidence-
based praise /
Focused celebration
lessons -
Kids Appropriate
progress differentiation
working
harder than
us
Enriched, high Kids feeling
-value tasks
and activities proud
