Design-Based Learning Backwards
Thinking Process
Step 3: Setting Criteria for
Success
Instructions
Watch the video and/or read the article provided. While doing so, take notes to help you process the key ideas. Then, complete the tasks and/or answer the questions that follow.
Technique 1: Create a “Success Recipe” Together!
One of the most effective ways to establish
success criteria is by crafting a Success Recipe
collaboratively.
Classroom Activity
The teacher starts by writing “Recipe for a Great
Animal Home” on the board, inviting children to contribute their ideas. As they
brainstorm, students place sticky notes on the board with suggestions like
“Strong,” “Safe,” and “Cozy.”
Example Success Recipe
For instance, if the class is designing a new type
of animal home, their recipe might include:
- Strong: It won’t
fall apart in the wind!
- Safe: It keeps the
animal away from danger!
- Cozy: The animal
will feel happy inside!
This collaborative effort helps children
understand the key elements they need to include in their designs.
Roles in the Activity
Role of the Teacher:
- Ask guiding questions like, “What makes a strong
home?”
- Write down and illustrate children’s ideas.
- Encourage them to evaluate their designs against
the recipe.
Role of the Students:
- Brainstorm ideas for what constitutes a great
design.
- Contribute to creating the recipe with words or
drawings.
- Use the recipe to assess whether their design
meets the criteria.
Technique 2: Set Goals with “I Can” Statements
Another
effective method for helping children set goals is through “I Can”
statements. This technique promotes clarity and focus.
Classroom Activity
The
teacher writes three simple goals on a large poster while students repeat them
aloud. For example, if they are designing a new kind of bridge, their goals
might include:
✔ I can build a bridge that holds a toy
car!
✔ I can use different materials to make it
strong!
✔ I can work with my friends to improve it!
These clear statements help children concentrate
on what truly matters and celebrate their achievements.
Roles in the Activity
Role
of the Teacher:
- Keep
goals simple and easy to understand.
- Use
visuals or symbols to assist younger learners.
- Encourage
students to monitor their progress.
Role
of the Students:
- Verbalize
“I Can” statements to build confidence.
- Refer
to the chart to check their work.
- Support each other in reaching their goals.
Technique 3: Use Friendly Peer Check-Ins
Introducing peer check-ins is a
fantastic way to foster a supportive learning environment. This informal
feedback encourages constructive dialogue among students.
Classroom Activity
The teacher creates a check-in chart with smiley
faces and three simple questions, such as:
- “Is my tower strong?”
- “Can it stand on its own?”
- “What can I do to make it better?”
As students evaluate each other’s work, they feel
encouraged and supported in improving their designs.
Roles in the Activity
Role
of the Teacher:
- Model
positive feedback by saying things like, “I love how strong your tower is!
What if you add one more block?”
- Promote
gentle suggestions rather than criticism.
- Celebrate
every improvement, no matter how small.
Role
of the Students:
- Collaborate
to enhance one another’s designs.
- Use
kind words when offering feedback.
- Experiment
with new ideas based on peer suggestions.
Conclusion
By
employing techniques like creating a Success Recipe, setting “I Can” goals, and
implementing peer check-ins, we empower young learners to understand what makes
a great design.
Key Takeaways:
- Make success criteria simple and fun.
- Allow children to take the lead in setting their
goals.
- Celebrate every small improvement!
By integrating these playful strategies into your
teaching, you can guide your young learners toward success and watch their
creativity flourish!
Discussion Questions (10 Points)
Instructions:
Engage in the Discussion:
Reflect on what you’ve learned from this session by answering the discussion prompts below. After posting your response, read through your peers’ contributions and share your thoughts by commenting on at least one of them. Your answer should be around 150 words.
Discussion Questions
1. Reflection on Techniques: Which of the three techniques—Success Recipe, “I Can” statements, or peer check-ins—do you think would be most effective in your classroom? Why?
2. Adapting Techniques: How might you adapt the Success Recipe technique for a different subject or topic? What elements would you include in your recipe?
3. Creating “I Can” Statements: Think about a specific project you plan to implement. What “I Can” statements could you develop to help students focus on their goals?
4. Peer Feedback Dynamics: How can you ensure that peer check-ins remain constructive and supportive among young learners? What strategies could you use to model effective feedback?
5. Incorporating Visuals: What types of visuals or symbols could you incorporate into your goal-setting process to make it more accessible for your students?
6. Personal Experience: Reflect on a time when you set success criteria for a project. How did it impact student engagement and outcomes? What might you do differently based on the techniques discussed in the article?
7. Additional Ideas: Can you propose any new strategies or criteria for assessing successful designs in your classroom? How might these ideas enhance student understanding and creativity?
Feel free to share your thoughts and suggestions, and let’s explore how we can further improve our approach to setting criteria for successful design assessments!
Write your response in the comments section below. When appropriate, read your colleagues’ responses and provide thoughtful comments or constructive feedback to enrich the discussion.
Reflection on Techniques:
ReplyDeleteIn a Grade 1 classroom, I think “I Can” statements would be the most effective technique. Young learners understand simple and clear goals better, and “I Can” statements help them know exactly what they are expected to learn or do during an activity.
Adapting Techniques:
The Success Recipe technique could be adapted for a mathematics lesson about building shapes. The recipe might include steps such as, choose the correct shapes, build carefully, check if the shape matches the example, and explain your design.
Creating “I Can” Statements:
For a project like “Design a Shape Playground,” I could use statements such as, I can identify different shapes, I can build something using shapes, and I can explain my design.
Peer Feedback Dynamics:
To keep peer check ins positive, I would model simple feedback like “I like your idea” or “Maybe you can try…”.
Incorporating Visuals:
Pictures, symbols, and color cards could be used to represent goals.
Personal Experience:
When clear success criteria was previously shared, students were more confident and engaged.
Additional Ideas:
Using simple rubrics and reflection drawings can help students evaluate and improve their designs.