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Use of success criteria

shood 26 November 2017 20:53
Posts4
Joined20/06/17

My Head has asked me to investigate how success criteria sheets have been used successfully in other schools in maths lessons. 

*Do you use them on a daily basis?

*Are they stuck in pupils' books or displayed on the board?

*Different success criteria for different groups or a 'must, should, could' approach? 

Thanking you in advance.

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trowley 30 January 2018 12:12
Posts4
Joined05/01/14

I know this is a long time since you posted the question... We have moved away from 'must, should, could' with our mastery approach. As all learners are meant to move broadly at the same pace through the curriculum, the success criteria we used didn't really fit. We have fluency, reasoning and problem solving activities for each lesson, which lead themselves to automatic success criteria - to achieve the learning point, all the children must complete the fluency, most children should complete the reasoning and some could stretch their thinking with the problem solving. (so the MSC success criteria are kind of sorted for each lesson.) The children are enjoying challenging themselves and see what they can do to improve their learning better than previously. It has taken away from the children writing their own SC though... I hope that helps a little.bit...

 

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shood 30 January 2018 18:48
Posts4
Joined20/06/17

Many thanks for taking the time to reply. Your approach makes sense. We’ll give it a try. 

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cherri 30 January 2018 19:39
Posts342
Joined05/04/07

Surely all children need to have the opportunity to explore activities for fluency, reasoning and problem solving as they are the key aims of the curriculum. It should not only be the 'stretch' children who experience problem solving.

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RuthBull 31 January 2018 12:22
Posts39
Joined24/11/08

It does depend on what your HT means by Success Criteria. This term can cover process steps when working through different methods. 

For example, to find a non-unit fraction of an amount e.g. 3/8 of 400

Success Criteria (process steps)

1) Draw a bar model to show the whole - in this case 400

2) Use the denominator to split this bar into equal sizes to show what the whole is divided into (divide into 8)

3) Work out the whole divided by this denominator to work out each part (in this case an eighth)

4) Look back at the question - we were asked for 3/8 - so we need 3 of these parts..

 

This might not be what you were meaning at all - but I have come across different folk who use terms where different interpretations can take place!

 

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Laurie_Jacques 31 January 2018 21:14
Posts530
Joined27/06/06

I'd be cautious about using  fluency, reasoning and problem solving as your differentiation. Each form the 3 aims of the National Curriclum and are therefore the entitlement for all children.

Have you seen the introductory section of the NCETM's mastery materials. In there they give seven indicators of mastery and a further 3 to describe mastery with greater depth. I recommend that teachers print these and make them available for pupils to assess themselves against in terms of where they are on the journey to mastery of the key idea being taught in that lesson.

Blooms taxonomy is another appropriate model for thinking about mastery and teaching with depth.

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franksmith 03 February 2018 19:00
Posts1
Joined24/01/15

Do you create this yourself or do you have resources on hand to support the fluency, reasoning and problem solving tasks?

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