Process Success Criteria for Girls

1. Presentation Title Process Success Criteria for Girls

2. Presentation Title Assessment for Learning Assessment for learning: Using the teacher�s assessment of pupils� performance to inform planning and future teaching. Involving the children in this process to ensure that they really understand. Useful for not only girls but all childrenUseful for not only girls but all children

3. Presentation Title Success Criteria Planning success criteria makes planning the activity easier, because the criteria form the essential ingredients for modelling and teaching. Children are therefore able to: ensure appropriate focus; clarify understanding; identify success; determine difficulties; discuss strategies for improvement; reflect on overall progress.

4. Presentation Title Learning Objectives, Activities and Success Criteria Learning Objectives: �What are we going to learn?� Activities: �How are we going to learn?� Success Criteria: �How do we know if we have succeeded?� This is the steps that we should use when considering planning for learning opportunities. Learning Objective first � identified from framework, either renewed or 1999, or own framework, but not scheme! Then success criteria. How can children show that they have achieved that objective, what do they have to do. The success criteria should be linked to the learning, not the activity. Then activity � what activity will allow them to show the SC and therefore achieve the LO. Shirley Clarke�s success criteria `is to make children absolutely sure about what it is in the teacher�s mind as the criteria for judging their work` She advises the best use of success criteria is for the children, after being told the learning intention, to suggest how the teacher and themselves will `know that this has been learnt or carried out` This serves to clarify the learning goal for pupils and enabling them to recognise how well they have achieved it. Pupils develop into `active` learners as they use the criteria to evaluate their work and then suggest ways to improve. They support feedback as pupils use them in self-evaluation. This is the steps that we should use when considering planning for learning opportunities. Learning Objective first � identified from framework, either renewed or 1999, or own framework, but not scheme! Then success criteria. How can children show that they have achieved that objective, what do they have to do. The success criteria should be linked to the learning, not the activity. Then activity � what activity will allow them to show the SC and therefore achieve the LO. Shirley Clarke�s success criteria `is to make children absolutely sure about what it is in the teacher�s mind as the criteria for judging their work` She advises the best use of success criteria is for the children, after being told the learning intention, to suggest how the teacher and themselves will `know that this has been learnt or carried out` This serves to clarify the learning goal for pupils and enabling them to recognise how well they have achieved it. Pupils develop into `active` learners as they use the criteria to evaluate their work and then suggest ways to improve. They support feedback as pupils use them in self-evaluation.

5. Presentation Title Different Types of Success Criteria The success criteria is a statement of what the child will be able to do if they meet the learning objective It should also be linked to an age-related example which children can attempt to show whether they are successful The process success criteria are the steps which could help the child achieve the learning objective Process Criteria: �What steps do we need to take to reach success?� This is the steps that we should use when considering planning for learning opportunities. Learning Objective first � identified from framework, either renewed or 1999, or own framework, but not scheme! Then success criteria. How can children show that they have achieved that objective, what do they have to do. The success criteria should be linked to the learning, not the activity. Then activity � what activity will allow them to show the SC and therefore achieve the LO. Shirley Clarke�s success criteria `is to make children absolutely sure about what it is in the teacher�s mind as the criteria for judging their work` She advises the best use of success criteria is for the children, after being told the learning intention, to suggest how the teacher and themselves will `know that this has been learnt or carried out` This serves to clarify the learning goal for pupils and enabling them to recognise how well they have achieved it. Pupils develop into `active` learners as they use the criteria to evaluate their work and then suggest ways to improve. They support feedback as pupils use them in self-evaluation. This is the steps that we should use when considering planning for learning opportunities. Learning Objective first � identified from framework, either renewed or 1999, or own framework, but not scheme! Then success criteria. How can children show that they have achieved that objective, what do they have to do. The success criteria should be linked to the learning, not the activity. Then activity � what activity will allow them to show the SC and therefore achieve the LO. Shirley Clarke�s success criteria `is to make children absolutely sure about what it is in the teacher�s mind as the criteria for judging their work` She advises the best use of success criteria is for the children, after being told the learning intention, to suggest how the teacher and themselves will `know that this has been learnt or carried out` This serves to clarify the learning goal for pupils and enabling them to recognise how well they have achieved it. Pupils develop into `active` learners as they use the criteria to evaluate their work and then suggest ways to improve. They support feedback as pupils use them in self-evaluation.

6. Presentation Title Process Success Criteria A set of criteria written to guide pupils through the learning process in mathematics, in order to support and develop their understanding of the concept and achieve the learning intention. The best criteria will relate to learning as opposed to task instructions and include examples of what the pupils have to do.

7. Presentation Title Simultaneous Equations Find the values of x and y that satisfy both the equations 3x + 2y = 22 x = 29 � 5y Show on board how to do this.Show on board how to do this.

8. Presentation Title Simultaneous Equations Have a go at this: Find the values of x and y that satisfy both the equations 9 = 5x + 2y x = 3y � 5

9. Presentation Title Simultaneous Equations Process criteria substitute the value of x into the other equation multiply out any brackets collect like terms � collect all the y together make sure all numbers are on one side and letters on the other � isolating and calculating the y value substitute the value of y back into one of the equations calculate the value of x check that the value for x and y solve both equations Substitution method rather than elimination method I am making an assumption that Prior learning know that 3x means 3 lots of x x means 1 lot of x Multiplying positives and negatives and what they mean � ++ = + - know how to Substitution method rather than elimination method I am making an assumption that Prior learning know that 3x means 3 lots of x x means 1 lot of x Multiplying positives and negatives and what they mean � ++ = + - know how to

10. Presentation Title Simultaneous Equations Was it easier to answer the question with the steps of the process outlined for you?

11. Presentation Title Effective Process Success Criteria Effective criteria will: Be written to support understanding Include examples Be short Be clearly laid out and visible Relate to the learning and not the task May be different for different children

12. Presentation Title Effective Process Success Criteria Effective use will be when pupils: Know their purpose Use as and when they need to, either to: - support learning - act as a reminder Use as a check

13. Presentation Title Impact of success criteria for Girls Children get better at generating success criteria Children begin to identify a �good piece of work� Children automatically start to mark their own work against the criteria Girls achieve better because they are able to access the success criteria

14. Presentation Title Impact of success criteria for Girls Children gradually take ownership of criteria and their learning Highlight the success criteria which are most important Pin down individual steps as focus for improvement Girls are more able to work independently Teacher assistants are more focused on what is appropriate Some schools have them in a book � When girls come back to the same process they may need to adjusted the step because they have now internalised some of the steps and they do these naturally Having the steps means girls can pin point the bits of the process they can�t do rather than thinking they can�t do �mathematics� or �grid multiplication� Some schools have them in a book � When girls come back to the same process they may need to adjusted the step because they have now internalised some of the steps and they do these naturally Having the steps means girls can pin point the bits of the process they can�t do rather than thinking they can�t do �mathematics� or �grid multiplication�

15. Presentation Title It is important not to become too rigid when using process success criteria. It may turn some of the children off learning if they have to follow each step of the process, especially more able children. Some children may become over reliant on them, and therefore unable to function when not given a set of process success criteria. It does not lend itself to all areas of mathematics, so trying to impose it in every lesson would be counter productive. Teachers need to have good subject knowledge to be able to identify the steps in learning. Barriers The use of process success criteria is not a panacea for all aspects of underperformance in mathematics. The use of process success criteria is not a panacea for all aspects of underperformance in mathematics.

16. Presentation Title Summary

17. Presentation Title Summary