Odd words used by teachers.

[Seeker33]

CONSEQUENCES for PUNISHMENT.

I can understand why they do it. But NOT why ALL schools use that terminology/

Try being a teacher and having to include this shite! It's a load of ofsted induced bollocks

I'm not sure "success criteria" is synonymous with "goals".

Momagain

Objectives and succes criteria are different. Objectives are what you are trying to achieve. Success criteria shows how to get there, and can measure progress towards your objectives.

Well it could mean what I thought originally; the criteria by which the teacher judge the answer.

Success criteria is not the same as an objective. Some schools will have children writing out Learning Objectives AND Success Criteria for each piece of work, others will have these displayed for every lesson ...

And woe betide us if we miss WALT and WILFs off a piece of work...

"A teacher that cannot think of synonyms appropriate for children of different ages? That's quite worrisome. At any rate, there is this thing called a thesaurus which is quite helpful."

Or just use one term and make sure all the kids understand it? Doesn't matter what that the term is so long as the children understand it- that's the important bit surely? And if every teacher calls it something different, that's a recipe for time wasting and confusion.

As I said, my ds has a piece of work to do this weekend- and he has a sheet with Grade C criteria on it so that he knows what he has to do to get the mark he's supposed to get. Surely that's a good thing?

Ds's school uses WWW and EBI for homework- what went well and even better if......

I think that's really helpful.

lesson objective = eg to understand the column method for addition (this could be differentiated i.e 2 digit numbers/3 digit numbers)
lesson outcome = DC understand it (this is usually implicit)
success criteria = how they demonstrate their understanding eg complete 5 sums correctly using the method and write 2 more of their own for a partner to solve

I am really dense at understanding jargon and would not really get what success criteria means, and I am an adult.
My best mate is a teacher, and she is so immersed in all this jargon, that she can't really see why it's hard to make head or tail of most of it. It's like my job which involves endless committee meetings and acronyms. I can rattle it all off but it's gobbledegook to anyone from the outside world.
I remember in yr 1, discussing with ds teacher what I saw as his difficulty with maths, but how he found reading and writing quite easy. Every time I said "maths" she corrected with "number" or " numeracy "and if I said "English" she said "literacy"!
It was really off putting. She knew what I meant fgs!
ds was off with the fairies that year, just didn't pay attention and I think it was because he didn't know what anyone was going on about half the time. Neither did I. Even the homework he got that year confused me!

I want to "like" YouAreallaBunchofBastards post.

As I understand it 'success criteria' is the same as 'achieving the aim'. Have you done what was required of you? Have you met the criteria required for success on this matter?

We have
Learning objective: Can I use a standard method?
Learning Context: Adding 3 digit numbers
Success Criteria: 1) I have placed the digits in the correct columns.
2) I have drawn two lines underneath numbers with a ruler.
3) I have added the ones column first.
4) I have put the answer in the correct column
5) I have carried into the tens column underneath the bottom line if I needed to.
6) I have carried on adding everything in each new column until I have my answer.
7) I have checked I have included the digits under the line.
Basically it's a step by step guide the children follow and check before saying they are stuck!!

I remember once, years ago, that I only got a 'good' for a lesson instead of 'Outstanding,' as apparently I hadn't specifically used the words "success criteria" with my 7 and 8 year-olds. If I hadn't already lost patience with the whole malarkey, I would have done at that point.

I remember attending a conference where the speaker (a well known expert, ex government advisor, author, ex head teacher etc etc ...) asked the hundreds of teachers attending how many had ever been given ?earning Objectives or Success Criteria when they were at school. Only a handful (exclusively young teachers) raised their hands. He then asked how on earth we had managed to pass O lévels, GCSEs, A levels and degrees ... Personally I think he had a point.

I remember attending a conference where the speaker (a well known expert, ex government advisor, author, ex head teacher etc etc ...) asked the hundreds of teachers attending how many had ever been given ?earning Objectives or Success Criteria when they were at school. Only a handful (exclusively young teachers) raised their hands. He then asked how on earth we had managed to pass O lévels, GCSEs, A levels and degrees ... Personally I think he had a point.

Absolutely agree, mrz. Something about a LO jars with me. It seems to hamper learning around the subject, or the possibility of a lesson flying off on a glorious tangent.

I'm quite sure it makes it easier to assess learning to limit it to defined objectives, but I'm not sure it improves the learning itself IYSWIM.

Over zealous assessment can most definitely get in the way of teaching and learning.

Bonsoir do you work at my school.

7/20 lessons this half term involve assessment or feedback.

I don't think consequences is the same as punishment.

If I am rude to a friend, they will be less friendly to me. That is a consequence of my actions. It isn't a punishment. They don't seek to improve my behaviour; they simply choose not to be firmly with a rude person.