How many of you are living at your classroom, trying to find ways to create a new and inviting space for your new students arriving in a few days? This year I found some new items for the classroom that I had to share. I am so excited to begin using these in my classroom this upcoming school year.
Items for the Classroom
Mini Chalkboards
I found these small chalkboard signs at AC Moore for a dollar. I wanted to use these to label each of my literacy centers. I allow my students free choice centers. They choose which center to attend each day as long as by the end of the week they have attended each center at least once (for students who finish centers early they are rewarded). To manage my centers, I only allow 4 students in each center at a time. I have tried many different ideas to help students show they are in the center. I have use the library card pockets and had students put popsicle sticks in with their names to mark the 4 students in the center. I have tried using clips and having them clip to a card describing the center. This year I will be having my students clip to this sturdier chalkboard. I will be able to clearly see who is in each group and that only 4 students are there at a time. Also, the chalkboard allows me to quickly change a center for the following week.
Really Good Stuff Bins
When our budget was due last year, I thought about what items for the classroom I truly needed for my classroom. We use guided math centers in our district and I wanted a way to better organize my math centers and provide multiple activities and differentiated activities in each center. I found these chapter book and picture book bins from Really Good Stuff. They have two dividers that separate the bins into 3 compartments. This will be perfect for my math centers. There will be three different activities students can complete and I can also differentiate during the different compartments or colors.
Flexible Seating
As I previously wrote, I had a project funded on Donor’s Choose for flexible seating last year. This summer I found these great stools at HomeGoods. I am in the process of spray painting them to match my room. This will provide almost every child with a flexible seating choice in our classroom. With a growing class, I am hoping to find a few more ideas for seating before the school year starts so that everyone can have their own seating. The flexible seating last year was amazing. My students were able to concentrate longer and produce more quality work. They loved the choice of working in centers with different flexible seating and using one of the seating for the rest of the day.
Dry Erase Dots
One of my biggest problems is having students work with whiteboards. We have whiteboards for math but they are huge. Having 5-6 kids in a small guided math group, the boards cannot fit at our table with us. Also, the time it takes to get the boards, make sure the markers work, and make space for everyone would also take away so much time from my actual lesson. This year I purchased Dry Erase dots from Amazon. I am so excited to use these items for the classroom this year. The dots adhere to the table so there is no set up each day. It also helps mark off each child’s space at our small group table. Students will be able to use their dry erase dot to solve math problems or write sight words. Even if we are not using the markers, they dots will help show students where their personal space is when sitting at our table.
On the first week back you will need to review all the rules and routines. The first day back from break I treat like the first day of school. Not too much academic work, but lots of reviewing the routine, practicing them, and review your expectations. During the post-holiday classroom activities for the first week back, we review each of our literacy centers and what they should be doing during their center times. We review how to sit on the carpet and how to work hard to get their work done well. We review expectations of guided math and guided math centers. Students need a review of all the classroom rules and expectations that have not been on the forefront of their mind over the break.
Teachers know that giving students more freedom — by enabling greater choice and agency — unlocks engagement and better outcomes. Decades of research backs this idea up. Still, there’s value to structure in a classroom.
How then, can teachers balance maintaining a level of control that steers productive learning with giving students the freedom they need to thrive? Setting clear boundaries and leveraging technology effectively are the keys.
The Value of Limiting Choice
Technology is often thought of as a tool that can help open more choice for students. Whether it’s choosing research topics that fit their interests, providing options to engage in educational content to meet different learning styles, or even giving students ways to master topics at their own pace.
Research on choice, however, shows that too many options can be counterproductive. People are more likely to make decisions, and avoid “analysis paralysis,” when there are fewer options. The magic number, the reports say, is to offer less than six choices.
As teachers continue to embrace allowing students more classroom freedom, using technology to offer a set of choices rather than limitless options can be effective.
Adding Alternatives for Answering Questions
Class participation is an easy way to add greater freedom for students without overwhelming them with choices, especially by using technology. For example, if teachers want all students to participate in a classroom discussion they can ask for responses to questions using a computer-based poll and then ask students who feel comfortable to share their answers out loud.
An alternative option is to adopt a platform with a classroom chat feature. Teachers who use classroom.cloud report that using the solution’s chat feature allows students who might be more self-conscious or shy to speak up. By typing their response, or even discreetly asking a question, students can engage more fully in classroom activities.
Adding Guardrails to Set Students Up for Success
Many approaches that grant students greater freedoms are based on self-directed learning. Students might be able to choose the final format of a project or decide between learning about a topic by reading or watching a video about it.
Likewise, offer a game like a web-based scavenger hunt. Such activities require students to use computers and tablets with internet access, opening the door to a variety of explorations, as well as distractions.
Just as teachers can use technology to increase options for learning, they can also use it to add guardrails that size down the vast world of the internet to something not quite so overwhelming (or tempting).
Determining the websites and applications students can access by creating a list of “allowed” and “restricted” content ensures students only access relevant and appropriate resources during class. This way, they will stay on task and work more efficiently.
IT directors who have adopted classroom.cloud ease the burden of managing such a list off teachers’ plates. Instead of taking up teachers’ time to create and manage the lists, IT leaders work with educators to identify sites and apps and then set the restrictions and allowances. Other control options needed include different permissions for specific school buildings within a district.
Tools that enable simultaneous screen sharing as well as a lock screen feature can also help in setting up appropriate guardrails.
When teachers can manage students’ screens with a single click, it becomes easier to bring everyone together after a period of working independently or redirect students who may have gone off track.
Provide Support Anytime, Anywhere
Many classrooms have continued to embrace learn anytime, anywhere environments. Students are learning remotely, in person and in hybrid classrooms. No matter where kids are learning, they deserve the same level of help.
The right technology can enable students to maintain freedom in where and how they learn while still getting the support they need. This goes beyond live-streamed instruction or watching videos asynchronously. Teachers can use technology, like classroom.cloud, to support and engage with students in the very moment they are learning.
When teachers use technology they have an immense opportunity to continue fostering classroom environments that are engaging and anchored in choice. By considering how the same tools can create structure, educators can strike the balance to help students avoid feeling overwhelmed and keep them focused on growing and learning.
In education, being clear is important. When learners know what is expected and how to succeed, they feel more motivated and confident. This is why creating success criteria together matters. By getting learners involved in deciding what success looks like, teachers can help them feel responsible. This approach also brings openness and a common understanding into the learning space.
Key Highlights
1. Co-constructing success criteria involves learners in defining what quality work looks like.
2. This practice promotes a shared understanding of learning targets and empowers students to take ownership.
3. By actively participating in this process, learners can better self-assess and monitor their progress.
4. Co-constructing success criteria leads to clearer expectations, reduces anxiety, and fosters a more collaborative learning environment.
5. It’s an ongoing process that requires flexibility, reflection, and continuous refinement.
Co-Creating Success Criteria Understanding Its Importance
A key part of good learning is knowing what success means. That’s why it’s important to build success criteria together. This teamwork ensures teachers and students see quality work in the same way and understand what it takes to achieve it. Rather than just telling students what the criteria are, teachers involve them in real conversations. They help students look at examples, point out important traits, and explain what success means to them. This teamwork approach, supported by groups like the Core Collaborative Learning Lab, focuses on the student’s voice. It helps students take charge of their learning journey.
What Is Co-Construction in Educational Settings?
Co-construction in education is a process where teachers and students work together. They join forces to understand the learning target and how to achieve it. This method is different from the old way, where teachers only decide what success looks like. Instead of just giving out a rubric, co-construction helps students look at models. They learn to spot the key parts of quality work and express their ideas. This active role helps learners understand the learning goals better. It also gives them a chance to take charge of their learning. When teachers use co-construction, they create a friendly and focused space for learning. Here, students are actively involved in their own education journey.
The Impact of Shared Success Criteria on Learning Outcomes
Imagine a classroom in an elementary school where students know what is expected of them. They can easily explain what makes a good presentation, a well-written paragraph, or a math problem solved correctly. This clear understanding helps improve their learning. When students decide what success looks like, they feel more involved, excited, and interested in their own learning. This leads to a better grasp of ideas, higher scores on tests, and a bigger desire to try new things. Sharing success criteria helps give helpful feedback and self-assess. Learners can use these criteria to keep track of their progress, find things they can work on, and celebrate what they have achieved.
Co-Constructing Kick-Starts a Metacognitive Process
Kara Vandas, author of the article “How to Co-Construct Success Criteria in Education“, believes that co-constructing success criteria not only enhances student engagement, but also ignites a powerful meta-cognitive process. When learners define what success looks like, they begin to reflect on their own understanding, learning strategies, and areas for growth. This active participation cultivates a mindset of self-awareness and critical thinking, allowing students to evaluate their progress in relation to the established criteria. For instance, as students discuss and refine the criteria, they are encouraged to consider questions like, “How does my work align with our agreed standards?” or “What strategies can I employ to improve?” This self-reflective practice not only deepens their comprehension of the subject matter, but also fosters accountability and ownership over their learning journey. Through this meta-cognitive lens, students become more adept at monitoring their performance and making informed decisions about their learning, ultimately leading to more meaningful improvement and achievement.
Enhancing Student Engagement and Ownership Through Co-Construction
Vandas explains that enhancing student engagement and ownership through co-construction is a transformative process that allows learners to play an active role in their education. When students are involved in creating success criteria, they feel greater belonging and responsibility toward their learning. This participatory approach fosters intrinsic motivation, as students recognize that their input directly impacts their educational journey. By engaging in discussions and collaborating with their peers, learners develop essential skills, such as critical thinking, communication, and teamwork. Moreover, when students see their ideas reflected in the success criteria, they become more invested in achieving those goals. As a result, classrooms become vibrant communities where learners are not just recipients of knowledge, but active contributors to their own success. Such an environment not only enhances engagement, but also cultivates lifelong learning habits, empowering students to take ownership of their achievements and prepare them for future challenges.
Preparing to Co-Creating Success Criteria
Transitioning to a co-constructed model requires some preparation. In their book Clarity for learning, Almarode & Vandas suggest you start by thinking about your own teaching methods and belief systems related to learning. How can you change from telling students what to do to letting them take charge of their own learning?
Think about ways to create a safe and supportive learning space. In this space, students should feel easy about sharing their thoughts and viewpoints. Co-construction is a journey. It requires a focus on students and a readiness to work together.
The What, Why, and How of Sharing Clarity With Learners
Sharing clarity with learners about success criteria is essential for their understanding and progress. By involving learners in co-creating success criteria, you empower them to take ownership of their learning journey. This collaborative approach not only enhances student engagement, but also fosters deeper comprehension of the learning objectives. When learners actively define what success looks like, they develop a sense of purpose and direction, leading to more meaningful learning outcomes. The process of co-creating success criteria ultimately nurtures a positive learning environment where learners feel valued and motivated to achieve their goals.
Essential Resources and Tools for Effective Collaboration
Effective teamwork works best when you have the right resources and tools. To help your classroom get the most from working together, think about adding these:
Exemplars: Collect examples of student work. This should include both good samples and those that need some help. Use these for discussion.
Anchor Charts: Create visual guides for the shared criteria. Make sure to place them where everyone can see them, and use them often.
Digital Tools: Use online platforms to brainstorm together. You can try shared documents, virtual whiteboards, or mind-mapping software. This is great for getting ideas from students who are remote or not in sync.
By offering different tools, we ensure that all learners can find resources that fit their needs and ways of learning. This helps create a more inclusive environment during the teamwork process.
Identifying Stakeholders in the Co-Creating Success Criteria Process
Effective co-construction happens not just in the classroom. Teachers and students are key players, but it’s essential to see other people who can help with this teamwork.
Parents, for example, can be important. They can encourage the learning intention at home, give support, and talk about the co-constructed criteria.
Bringing in other educators, like special education teachers, instructional coaches, or librarians, can improve this process. They can share different views and help include all learners.
Practical Strategies for Co-Constructing Success Criteria
Co-constructing success criteria in the classroom can be a transformative experience, but it requires practical strategies to ensure effectiveness and inclusivity. In her article, Sharing Clarity with Students: 15 Ways to Co=Construct Success Criteria, Kara Vandas suggests starting by implementing regular check-ins, where students can voice their thoughts and experiences regarding the criteria. This approach can involve quick surveys or informal discussions, which will help you gauge the students’ understanding and comfort levels. Additionally, consider utilizing peer feedback sessions where students share their work, providing constructive feedback based on the established success criteria. This not only reinforces the criteria, but also fosters a collaborative learning environment. Incorporating visual aids, such as graphic organizers or anchor charts, can further support students in recognizing the components of quality work. Finally, continuously revisiting and refining the criteria based on student input ensures the standards remain relevant and resonate with their learning experiences. By consistently applying these practical strategies, educators can effectively co-construct success criteria that empower students and enhance their educational journey.
Utilizing Success Criteria Templates for Effective Co-Construction
How to Co-Construct Success Criteria in Education article suggests that utilizing success criteria templates for effective co-construction not only streamlines the process, but also supports a multi-faceted understanding of expectations among students. These templates serve as a structured outline, allowing learners and educators to collaboratively define and visualize what success looks like in different contexts. By providing pre-formed categories and descriptors, templates can guide discussions and help focus on key attributes of quality work. As students fill in the templates together, they engage in meaningful dialogue about what each criterion entails, promoting a deeper understanding of the subject matter. Moreover, these templates can be adapted to cater to various learning styles and levels, making the co-construction process more inclusive. Ultimately, leveraging success criteria templates fosters clarity, consistency, and empowerment, ensuring that all students have the tools they need to take ownership of their learning and strive towards excellence.
Co-Creating Success Criteria: A Step-by-Step Guide
Embracing this team-focused way of working can feel tough, but it doesn’t have to be. To make it easier, think about these simple steps. Keep in mind that setting success criteria should be a conversation that keeps going, rather than just something you do once.
If you use this easy guide and include examples, talks, and thoughts, you can build a lively learning space. In this space, everyone will feel sure and strong.
Step 1: Establishing Clear Learning Goals with Students
The key to successful teamwork in learning starts with setting clear goals with your learners. First, share the learning aims using simple language. This way, students can understand why what they are learning matters.
Next, invite questions and spark a discussion. Ask students what they already know about the topic and what they want to learn. This helps them connect their earlier knowledge and prepare them for a deeper learning journey.
Keep in mind that setting clear goals is not about giving orders. It’s about clearly showing what you want to achieve and making sure students engage from the start.
Step 2: Facilitating Discussions Around Success Criteria
Start by showing students exemplars. These are examples of student work at different quality levels. Ask questions like, “What makes this work successful?” or “What could we improve?”
Encourage learners to think carefully. They should find important parts and explain their thoughts. These discussions help learners understand better what high-quality work looks like.
Step 3: Documenting and Refining Success Criteria Together
As discussions unfold, capture the emerging understandings in a clear and accessible format. Co-create an anchor chart, a shared document, or a simple table that outlines the co-constructed success criteria.
Criteria
What it Looks Like
Clear and Focused Writing
Sentences are easy to understand. The main idea is evident.
Strong Evidence
Supporting details are relevant and convincing.
Effective Organization
Ideas flow logically. There’s a clear beginning, middle, and end.
Regularly revisit and refine these criteria as learners gain experience and deepen their understanding. Encourage learners to reflect on their work, provide feedback on the criteria, and suggest revisions. This iterative process ensures that the criteria remain relevant, student-centered, and reflective of the evolving learning journey.
Conclusion
In conclusion, working together to create success criteria in schools encourages students to get involved and take responsibility for their learning. This approach improves their learning results. By engaging everyone, setting clear goals, and working on the criteria as a team, we build a shared feeling of success. It’s important to empower students through good teamwork and ensure everyone’s voice counts. Together, we can create a more inclusive and enriching learning environment. If you’re ready to start this journey of making success criteria together, get the right tools and embrace the amazing power of teamwork. Let’s work together for a brighter future!
03.07.25A Great Example of Retrieval Practice from Kerrie Tinson’s classroom
We love to share examples of great teaching on the TLAC blog–especially great teaching that demonstrates core principles of cognitive psychology in action. If you follow the learning science at all you’re probably familiar with the importance of Retrieval Practice: how critical it is to bring previous content back into working memory so students remember it.
We’ve recently added this beautiful example of Retrieval Practice to our library. It’s from Kerrie Tinson’s English classroom at Windsor High School and Sixth Form in Halesowen, England.
Kerrie’s students are reading Macbeth and she starts her lesson with a Smart Start that focuses on Retrieval Practice… a series of questions that asks students to review and reflect on things they learned in the first scenes of the play.
We love how Kerrie asks students to write the answers to her questions–this causes all students to answer–universalizing the retrieval. We also love how familiar students are with the routine of starting with retrieval. This not not only makes the Retrieval Practice more efficient and easier to use but it socializes them to conceptualize Retrieval Practice as a great way to study on their own.
As students answer questions, Kerrie circulates and takes careful notes. This allows her both understand what students know and don’t know–you can see that she’s added one question to address a common misunderstanding–and also to Cold Call students to give good answers, which expedites the retrieval, making it efficient and pace-y.
But Kerrie doesn’t just rely on simple retrieval. She often asks students to “elaborate”: to connect what they are thinking about to other details from the play. For example, when a student recalls that Macbeth was a traitor, she asks “Why was that important?” The connections that come from elaboration build–schema–stronger connected memories that cause student’s knowledge to be connected and meaningful.
We also love the way she ends the session–by pointing out a couple of key concepts–that Macbeth is Impatient and eager– that are especially important and that everyone should have in their notes.
All in all its great stuff and we are grateful to Kerri and Windsor High School for sharing the footage with us!
One of my biggest problems is having students work with whiteboards. We have whiteboards for math but they are huge. Having 5-6 kids in a small guided math group, the boards cannot fit at our table with us. Also, the time it takes to get the boards, make sure the markers work, and make space for everyone would also take away so much time from my actual lesson. This year I purchased Dry Erase dots from Amazon. I am so excited to use these items for the classroom this year. The dots adhere to the table so there is no set up each day. It also helps mark off each child’s space at our small group table. Students will be able to use their dry erase dot to solve math problems or write sight words. Even if we are not using the markers, they dots will help show students where their personal space is when sitting at our table. 
