[Music] all right so now it's my pleasure to introduce our presenters today Doug Fischer PhD is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences high and middle college previously Doug was an early intervention teacher and Elementary School educator he is the recipient of an international reading Association William gray citation of Merit and an exemplary leader award from the conference on English L leadership of NCT in 2022 he was inducted into the reading Hall of Fame he has published numerous articles on teaching and learning as well as books such as the teacher Clarity Playbook PLC plus teaching reading and teaching students to drive their learning Doug Loves being an educator and hopes to share that passion with others Nancy fry p HD is a professor of educational leadership at San Diego State and a teacher leader at Health Sciences high and middle college she is a member of the international literacy association's literacy research panel her published titles include visible learning and literacy this is balanced literacy removing labels PLC plus A playbook for instructional leaders how scaffolding works and onboarding teachers Nancy is a ential special educator reading specialist and administrator in California and learns from teachers and students every day and John almero PhD is a best-selling author and an associate professor of education at James Madison University he was awarded the inaugural Sarah Miller luck endowed professorship in 2015 and received an outstanding faculty award from the state Council for higher education in Virginia in 2021 one before his academic career John started as a mathematic and science teacher in Augusta County Virginia as an author John's written multiple education books focusing on Science and Mathematics and he has co-created the framework for developing implementing and sustaining professional learning communities called PLC plus Dr El Marro's work has been presented to the US Congress the Virginia Senate and the US Department of Education one of his recent projects includes developing the distance learning playbook for college and university induction in response to the co9 pandemic continuing his collaborative work with his colleagues on what works best in teaching and learning how to T excuse me how tutoring Works visible learning in early childhood and how Learning Works were released in 2021 all right and with that I'm going to hand it over to you Doug to take it away awesome thank thank you and thanks for all being here John great to see you Nancy is finishing her presentation at the teacher Clarity Institute so you couldn't be here in San Diego that's why you're online but we have about 330 340 people engaged in teacher Clarity work here in San Diego so this is how we're going to spend our time about thinking about what do we mean how do we analyze standards how do we discuss learning intentions how do we uh align create the alignment which is teacher Clarity so that's how we're going to hang out today we're learning about Clarity we're refining our learning on Clarity and its impact on student learning now the first edition and in the work we've done we identified we we suggested there are nine components of teacher Clarity in the second edition the same nine exists but people who really notice things notice number five we made a decision to to move the language expectations out of the learning intentions and into the success criteria most people when they think about language and the language expectations the linguistic demands of the task they mostly put it in success criteria which is fine in reality it doesn't matter where you put it as long as you know that everything we learn we learn through language and we should be clear on the language we expect from learns what's the academic language they need to use and produce so the nine have remained the same although we've done a lot of updating on in our thinking and revising in the years since the first edition has come out and by the way thank you for the reactions I love the reaction buttons have at the reaction buttons it make me happy when the hearts go by and the claps go by I love it uh so when when you look at the original meta analysis on this uh we started thinking about this and oh look at them all I love it so um it's like a continuous flow of Hearts makes me so power so fendick had the first meta analysis and talked about what it means to have teacher Clarity Clarity of organization Clarity of explanations Clarity of the examples in practice we give students and then Clarity of the assessment this is logical now I put this in to remind me to say this it's not just learning intentions and success criteria yes those are important but it's about the clarity so now we talk a bit differently now we talk about alignment we think of clarity as alignment yes we want learning intentions and success criteria that's important but the tasks and activities the lessons have to line up to those learning intentions and success criteria the questions we ask Learners line up to what they're supposed to be learning the discussion prompts we give them the feedback we offer the assessment tools we use all have to line up to what we want students to learn we all recognize that feedback can be overwhelming especially when it's a laundry list of feedback of here's all the things you didn't do well or all the things you did do well what was I supposed to be learning because that's the feedback I need right now again it's about alignment so we think about clarity as an alignment process that takes what I want students to learn identified in the standards through to the assessment and feedback now here's a newer idea this is a modification of something Tom gusy had been working on thank you Barbara um uh this is something Tom gusy had been working on a table of specifications and Gus's and we've been doing some work on this and some revisions on this and Tom gusy says when you take a block of Standards not probably not a single standard you take a block of standards and you analyze that block of standards a unit maybe let's let's say a three- we unit and you analyze it and you say what's the terminology the vocabulary students need to know what are the facts that students need to be familiar with what are the rules what are the processes now those knowledge of are generally represented in the nouns and noun phrases the next three translation we might say transfer application analysis and synthesis those are generally represented in the verbs and verb phrases of the standards and a table of specifications is kind of a bonus idea on Clarity you want to assure alignment you take a unit you do your table of specifications here's an example of one around character analysis I'm going just give you a moment to take a look at this unit of instruction around character and as you think about this and as you look at these columns this is at the unit level now we have a table of specifications this is the detail from the standard so yes I know we'll talk about nouns and verbs and things like that this is another level then you say how am I going to use my instructional minutes what percent of time do I want on terminology and facts what percent of time do I want in transfer translation or appli the next logical process is do my assessments line up to the table of specifications if 25% of your assessment items are vocabulary related did you spend 25% of the minutes on vocabulary or are you really not assessing things like application or synthesis because you focused more on the knowledge of and not the other parts so this is the newer area of work that we've been thinking about tab guski originally proposed osed this way back in 2005 kind of fell out of favor and now it is very much back curriculum writers and a test generators use the table of specifications to say did we cover everything that was in this block of standards in this unit so I've had some experience lately of working with teacher teams like curriculum teams and saying okay here's a unit of instruction that you designed let's look at it so I had a a meeting outside of Chicago a few weeks ago with curriculum directors let's take a unit of instruction let's analyze it what are all of the specifications in this unit whether it's language arts or history or whatever science art PE Etc and then let's look at the assessments that you recommend the teachers use do the assessments line up to your table of specifications and do your lessons line up to your table of specifications this is taking teacher Clarity to another level around alignment how do we line this up the alignment again again yes so then we've created and some of you know these these are our Clarity questions our Clarity questions that we think about what am I learning today that's an important indicator today lesson sized why am I learning this is is our relevance and then number three How will I know that I learned it are three Clarity questions and when we do this when we say here's what we're learning here's the relevance here's what success looks like then you take that day and you line it up to the lessons the delivery and then the assessments alignment alignment alignment so let me show you a video from a teacher in Texas uh please feel free to live chat a culture of appreciation what are you noticing as this teacher introduces the learning to her students oh today I I am learning to create a 3D origami sculpture sculpture all right Mir where down okay and then how do we know that we learn our objective how do we do that let's see here let's get up how do we know that we look at our yeah can you say a little bit louder success criteria yeah who can read some of our success criteria let's see let's do Joseph sua answer any I can identify shapes okay next one and all right so there's some key words here that I want you guys to focus identify compare and fold these are the things that we're going to do today so that we know that we have learned how to create a 3D sculpture right now let's see if we um know really what that means so I want you to grab your board grab your white uh your whiteboard marker and I want you to write our lesson objective in your own words what does this mean to you that we're going to learn to create a 3D origami sculpure let's do a minute Joseph all right I like that um alisan is I like how Allison is writing her sentence with a compl with a capital letter thank you friend all right how much time you got Joseph 30 all right good job friend oh I like how Daniels even H even has a picture to go with his sentence if you got a check mark can you please stand up all right can you share Daniel what you wrote and can you show your class what you wrote and what you drew yeah to make origam all right can you show tell them about your picture that we're that we made a 2d shape into 3 all right can you show your class all right thank you sir and then amarani can you show your class all right forms good job and then Serenity okay great thank you I saw the comment what do you say when teachers say there's not for this what else are you doing with your time if they don't know what they're learning they're probably not going to learn it we know that when teachers are clear on the learning intentions learning targets learning success uh learning objective learning goal whatever you call it students are three times more likely to actually learn it by the way I loved all your live chat I love watching one of my favorite things about online learning this way is I can see thinking while you're watching a video if I'm in present with you all I can't see this because we all have to be quiet and listen to the video I just love watching your thinking uh uh oh sorry on your end sorry about that um so let's think about this further so one of the things Doug that is um yeah there's benefits to online learning I caught that too one of the questions that often comes up Doug is how do we get to this um how does a classroom like that come to fruition uh and the answer is not by chance but by Design to pull a bumper sticker comment that has been quite commonly used uh in our webinars but it has to do with beginning with that end in mind and so knowing what it is that I want my finished uh experience to look like so one of the things to do for this and one of the things that I often tell my students at JMU I is pause for a minute and and start to think about what it is a student would say or do or how they would act or what they would know and what they would understand when finished so think of your ideal student although there's no such thing really but what is it that you want to end with and that's how this all gets started and so how do we do this we analyze the standards there's no way to avoid this um and and there's probably some groaning that just occurred when I said analyze the standards um but we have to pick apart those standards how did Tom gusy come up with that table how does Any teacher come up with that table and fill it with information that is valuable and it starts with those nouns so grabbing our standards and and opening them up and taking a peek at them those nouns now some of you on this in this Zoom uh webinar and I know who you are because we've interacted before are purists your purists right so and by the way I am loving Carlson I mean maybe we just hand the the microphone over um but some of you purists are thinking well what about not all of those are nouns okay hang tight nouns noun phrases Concepts Big Ideas they represent the what of the learning those vocab terms those ideas those things that are written out in the standard that students must know and understand and so what we want to do is grab those items so let's look at an example just take a moment and see if you can match the standard and the concepts and see how we came up with that list I'm going to give you just a moment to read the standard take a look at that list of Concepts and see if you can see where that list came from so here's the best part I'm G to pull from some of the comments in the chat box um the standards tell us what to teach not how how to teach it and so in this particular standard we're going to focus on patterns and causes and consequences specifically adaptations of into the environment migrations uh immigration migration and immigration human migration there's the what that's the what of that standard but it doesn't tell us to use a packet guided notes or film strips for some of you wiser Saints in the room that are familiar with what that even is and so it doesn't tell us how to teach and so to pull from some of the comments we are supposed to teach the standards but the standards don't tell us how to do it they don't tell us how to do it um but that's only part of it so in addition to knowing what it is we're supposed to teach and what our students are supposed to learn no one understand we also have to understand how well they have to know it um Barbara one of the things I say to my students is if the nouns and the noun phrases tell us the what this next part the verbs are going to tell us how well they have to know know it now I want you to pause for a second and in the chat box just type in verbs tell us how well so I'm going to let you type that fill in that chat box verbs tell us how well so what do we mean by that um well if they have to know about migration how well do they have to know about migration do they have to know it well enough to describe it explain it compare and contrast uh critically analyze to what level are they expected to know it and in many ways that means the verbs represent those skills those verbs represent those skills so take a look at the example that we looked at earlier now we're going to put the verbs in place so how well do students have to know about patterns causes consequences and different migrations the answer is well enough to do what explain it well enough to explain it now I want to try something out now I have to tell you Doug I I actually snatched this from you um I was in the audience many years ago um and watching Doug give a a presentation at a conference and I'd always been skeptical of certain taxonomies always been skeptical of certain taxonomy but it wasn't until Doug had us do this exercise that I became clearly clearly averse to picking one taxonomy of another he had us write down two verbs identify and evaluate and then he said all right where would you put these on blo do you remember this Doug and so he had us write down where would you put these on blooms and of course I was a oh I mean Ben Bloom yes I live in Virginia and so we do nothing without blooms and I said well identify would be low and evaluate would be high level blooms and he said all right I want you to evaluate the comfort of your chair it required no thinking at all and then he said now identify the forces that keep your chair upright and that's when I knew I was in trouble so I want to park if you don't mind for just a second Doug on the idea of verbs um they can be deceiving so when we talk about things like explain or illustrate or describe or identify there's more to it than that this is really important so if you're taking notes could jot this down um if you aren't taking notes this might be a time to take a picture it's not just the verb by itself because we can have Learners explain it's what comes after the verb that really tells us how well they have to know it or what's often called the cognitive complexity now Doug you're going to talk us through a better way to think about this is that right right and there are many ways to think about this and I appreciate you talking about that identify versus evaluate because we get so caught up at there's higher and lower it's what the verb is requiring from us so I oh look at that that's Kirsten transition that was fancy um Eric Francis was doing uh some work around with Bloom sorry with um with uh Norm web and the depth of knowledge and he talked about there's other ways to think about it between level one level two level three level four and people start to interpret level four is amazing level flows not so good and he argues that there's different kinds of knowledge there's knowledge acquisition there's nothing wrong with that if the standard requires acquisition then that's what we do is we focus on acquisition but some standards require application others require analysis and some require augmentation and so he mapped these words onto blooms or sorry onto web's depth of knowledge and said it requires different kinds of knowledge four is not better than one what does the standard require there's nothing wrong with acquiring knowledge we all have acquired knowledge it's just not the only kind of knowledge so I appreciated Eric really framing it that way that there are different ways to think about what was needed by students so let's let's practice this right so we've got knowledge acquisition we've got knowledge application uh knowledge analysis knowledge augmentation let's take a single verb and and let's walk it through here and see if we can match these suckers up so let's look at the verb identify um now we're going to have three different scenarios for identify take a quick look I'll give you a chance to read through these so let's match them up which which of these is knowledge acquisition which of these is application which of these is analysis and and maybe which of these is augmentation um in the chat box where would you put these items how would you make sense of these ideas around the verb identify or in other words what comes after the verb identify yeah so uh Paula thank you for getting us started identify key factors so we're talking about probably acquisition at that point so I'm acquiring the key factors contributing to climate change so that's identification but there's more where would what about identify interconnections between different effects yeah I would say analysis on that one as well interconnections requires us to analyze the different effects of climate change to find those interconnections and of course identifying Sustainable Solutions might [Music] be I see some folks who put it as as augmentation absolutely the point being is for so long we focused so much on just the verb just the verb instead of focusing on what happens after the verb now I'm going to speak from a science teacher perspective um Doug and I both have experiences uh teaching science Doug the verb illustrate always throws my students for a loop because you could illustrate a flower by simply drawing it from a textbook picture or you could illustrate a flower of your choice using different ways to create so you're actually creating a model but it's labeled as illustrate so that's one of the verbs that get us gets us in trouble particularly in science solving in mathematics I'm sorry go ahead I was just thinking about this um we haven't really talked much about it but there's about 20 verbs BBS that are commonly used across grade level in content areas and there's about 30 more that are more rare verbs students should know these verbs they should know when you say illustrate here's what's expected of you and it doesn't mean simply like like my low-level illustration is to draw sketch you like a little stick people that's not what we're looking for when it says illustrate there are list of cognitive behaviors that are there and we need to be clearer on those and it certainly helps build self-regulated Learners when they can grab the verb themselves and start to monitor their own learning processes um let's take a quick peek at a video now there's some questions we want to throw out there that are going to prime it so we want to keep this conversation going um as you listen to this next video keep these things in mind take a look so use those questions to frame this next video and one of the stars of this video might be on this webinar right now when I'm designing learning progressions the first thing I do is think about what my students will need to be successful in the lessons starting all the way back to the prior knowledge or the background knowledge that they might need what I start with in My Success criteria as the most foundational skills uh which could be something like identifying um or breaking apart and then from there they get more difficult or rigorous and as the week goes on as we progress through the lesson the beginning success criterias might be removed from our lessons because those were the foundational skills that they've uh mastered over time and that will focus on the end of our learning progression which is going to be like synthesizing summarizing comparing and contrasting um things that require a little bit more of a cognitive demand when I'm building a unit I think of learning progressions as the building blocks of knowledge that I want students to understand as we go on throughout that unit I'm then able to use my learning progressions to develop my learning intentions because I'm going to bundle those learning progressions together and trans form them into student friendly lesson siiz learning intentions so let's take a moment and use the chat box to answer some of these qu how do learning progressions tie into what you know about teacher Clarity how does mapping out learning progression support teacher Clarity and how does mapping out learning progression support student learning use the chat box share some thoughts on this we'll be looking for your thinking on this thoughts on progressions that was Emily who just put it out there that was Emily who's here in the meeting who just talked to us on video I love it the scaffolds thank you Jason alignment [Music] Rachel next destination I love that idea we talk about unit goals now we've been talking instead of unit success criteria and Daily Success criteria we've been talking about unical oh look at all these progression knowledge now I don't want to go down the rabbit hole um but one of the comments here made reference to scaffolding and and Doug you and I've had this conversation so many times if we don't have clear learning progression then scaffolding becomes very different because the learning progress progressions help us decide when to put in the scaffold and better yet when to start to fade the scaffold or remove that scaffold without a learning progression it becomes enabling y I love all the thinking you know unit or module two on learning progressions has really challenged people so I'm hoping we got it better with unit goals and this kinds of talking about progressions and the chat in here is really good about learning progressions the value of progressing a series of experiences across time with our students as you all continue chatting I'm going to give you some examples so we're starting to see teachers who um who build clusters of ideas not just here's this one thing so you can see this is a progression of learning uh and it's building out uh here's what we've done in the past here's where we're going you can see the I can statements you can identify you can locate you can order so it's not just one day but each of these were a day and this is what success criteria looks like as they build it out into these big clusters I really think this is a cool way of doing this that's thinking about oh we did this we did this I can still do this now some people you know they talk about the I don't have the wall space to put the learning intentions and success criteria up to which I respond what's more important your walls than what you want students to learn because certainly that Pinterest poster is really important but what you want kids to learn but look what this teacher did it's not just a one day take down the cap posters yes or the tribute wall um but look at this um um but this is a commitment here is as we keep learning things here's another example this is from Fresno um teams of teachers coming together and saying what's it going to look like and look at all these things that they're they're my learning targets rate yourself and they built this share for each other in their middle school to say here's what it's looking like for our students here's a same school here's their Clarity their techniques and this was from a PLC plus time that they were working on how do they know students are learning and this is across the whole Middle School yeah and Paula they see the relationship between the standards in that bubble map of what they're learning the success criteria look at what the work that teachers are doing to say Jason because it's also qualified as a wall we used have a rule in our school district years ago with the long ago superintendent that the standard had to be posted on the wall which is too big I wouldn't do that it's way too big and so what I did is what Jason did I stuck the standards on the ceiling so when the principal came in I could say behold the standards they're all here you have to check me off uh there's another example from seventh grade social studies these people are working really hard to figure out what is it that we want students to learn and be able to do as teams of teachers working together all right so let's tackle the hard one so every now and then um and by the way this is not uncommon so and I know I'm not talking about anybody on this webinar but somebody you know um there's often a confusion between learning intentions agendas and the actual learning experience or or directions associated with that and and oftentimes there'll be questions well wait a second are you saying it's not important for my students to have an agenda well of course not um because one of my children um and the reason I'm not naming the child is because Doug keeps score and I don't know that I'll have time time for another story so I'm Gonna Leave nameless so he I'm gonna text him and say your daddy only said your name so child of mine needed a visual schedule through their um Early Childhood years a a and so that's I absolutely advocate for an agenda but there's a difference in what it is we want our students to learn why they're learning it and how they know they're successful and the order or the flow of the day and better yet that's even different from the instructions needed to complete the task so learning intentions describe the learning agendas describe the flow and the learning experiences have to have Clarity of directions uh how is it that they're expected to move through the individual task whereas the agenda is move through the day so I want you to take a moment in the chat box um what are some of the other challenges you've encountered when it comes to learning intentions and success criteria one of those has to be the difference between agendas and the learning experience but there might be some others we haven't thought of and so we need some information from you what are some other challenges you've run into when it comes to learning intentions or success criteria and quite possibly other things in our classroom oh success criteria versus criteria for Success absolutely so Nancy in that case that's a um I would say that's a battle that is a semantic argument and I might not um go down that path but one of the questions I would have is how do they see the difference not specific enough um one of thear one of the success criteria that I have as an example says the student will complete the worksheet with 75% accuracy I don't know about that um different levels of experience in the basics absolutely three weeks ah so what do we do when the unit is three weeks long um and so what's the difference between uniwide goals and daily goals and if I can't reconcile that maybe I need to use another way to display that uh maybe using a rubric or a single point rubric or some other way to share those absolutely right and unical John as you were just saying I'll clarify again unit gos are different than the daily bite-sized here's what we're learning today and here's what success looks like today so if it was a three week long unit you have unit goals you would have at least 15 learning intentions for three weeks of learning absolutely even in something like language arts where they're writing um a narrative a narrative piece yes they're all working on their narrative essays or their narrative writing pieces but each day they're working towards some smaller chunk of that that builds to the end these are excellent uh concerns so let's spend a little time talking about learning intentions in particular because I think a webinar like this let's go ahead and dive in in the chat box uh before we reveal it um if you had to describe characteristics of a high quality learning intention what would be on your list what would be on your list vocabulary that they understand good student friendly clear age specific what they're learning today yep describe what is to be learned rigorous yep yep yep yep genuinely new learning yep goal specific excellent well let's see what we can come up with if you were to pull together the research on learning intentions and there are meta analyses on clear goal intentions and if you pull those metas up and you start to look at what counts as a high quality learning intention that gives you that potential uh for a044 effect size you would see these things on the list number one accessible to students if they're 5 years old do we have gestures and images linked to the words we don't remove the words we still keep a very text language Rich environment but we provide other ways for them to access it visually or through gestures same thing goes for multilingual Learners do we help them see the onetoone correspondence in those words do we help support the language development at the same time we're helping them know what it is they're going to learn the second one is Big it's the learning not the task today we are reading chapter six of the book that's not a learning intention today we are learning about symbolism and how it helps communicate the purpose of the author that's what we're learning it just so happens we're reading Gatsby or it just so happens we're reading As I Lay Dying or it just so happens that we're reading Mockingbird the learn learning is the key there not the task so it does answer that question what am I learning we want to make sure we use firstperson language it's not very appropriate to talk to students in third person if Doug and I had joined in the webinar tonight or this afternoon and for some of you at other parts of the world this morning if we had started talking to you in third person you'd have probably thought something was wrong with us it would have been and if you didn't think something was wrong with this you would have been unnerved by it but yet we talked to students and third person probably ought to be careful with that and then it does need to be lesson siiz it needs to be today's chunk of learning not three weeks of learning in one day you mean we can erase swab bat from our boards we don't have to write that anymore swab that and if you're one of those like me that wrote it in permanent marker so you wouldn't have to write it again just put up what am I learning over top of it was con construction paper and move on excellent so let's look at how we interact with learning intentions this is one of my favorite teachers and well you'll see why why don't you to take a look at the board here are our learning intentions for today so our content is Happ would you be able to read it for us we are learning to solve a system of equations using elimination what words do you think are important solve system of equations and elimination I want you to turn to the person next to you and say which one of these words is new elation so I'm going to assume that this is the third way yes what word is new in this content intention elimination elimination okay H so we've been learning about solving equations the new word is elimination so what do you think elimination is like the third way to solving system of equations yeah what do you guys think a new way to solve systems of equations so with your partner I want you to look at your paper it says to solve a system of equations there are three ways see if see if you can come up with with three ways to solve a system of equations based on what we already learned and thinking about what we're going to learn today scra substitution and elimination this relates to our earlier content because we know we can solve with two other ways and now elimination is our third way I what do you think elimination means to like remove or eliminate perfect to remove or eliminate so we're going to remove or eliminate something okay all right and as you know John because you spend a lot of time with Maggie this is a daily phenomenon for her this is how she interacts with students yeah I love it and I what what is really neat there Doug is she weaves in Clarity um of assessment Clarity she she works that in by asking them to go back and retrieve prior learning so that they can start to see those connections and so in many ways it's that depth of knowledge that she is diving into that's a great example of how to to share learning intentions and success criteria with Learners Beyond just posting them on the board what we don't want is for learning intentions to become the speed limit sign on on on the five you know it's there you can find it if you need it but nobody pays attention to it so they see the police our learning intentions can't be on the board we know where they are but we only pay attention to them during walkthroughs or when a Corwin consultant is in our building so that's the idea there the five you sound like a Californian we love to say the in front of a freeway number um so then we talk about success criteria how do we construct them how do we create them and share them so I was thinking about the purpose of success criteria and I want to clarify something we do learn from failure the human brain can learn from failure we learn from errors and mistakes absolutely we do however our brain really likes to learn from success so if you read some of the Neuroscience is researched the the reward pathway floods when we experience success and so yes it is true we learn from failures but our brain actually really likes to learn from success and if we give students clear success criteria that are actionable and uh attainable and they say and someone wrote earlier I have too many success criteria probably not if you have four or five success criteria and I got that one I got that one I got one you're feeding their brain the reward pathway over and over and over and they want that feeling again because success is motivational success serves to motivate us bribery punishment really doesn't we are motivated when we experience success and what we're doing now which we did 20 years ago we didn't have success criteria now we say this is how you know you're successful and like oh my gosh I'm successful I feel great my brain got flooded with dopamine and all these neurotransmitters and I feel awesome the other thing is it scaffolds learning and this was newer for me to think about we've had success criteria for the last few years it's really interesting to think about the success Criterion are a scaffold in and of themselves there was an article out not too long ago maybe six months ago or something around teacher Clarity reducing cognitive load for Learners and what this article talked this is a research study they you know they did all this stuff around these students got it these didn't get it Etc and what they showed was when students knew what successful look like it was a scaffold that's where I need to get to to experience success today and we think about all kinds of different scaffolds this is one of them and so we think about how do we scaffold for Learners they have to know what successful learning really looks like teachers are doing all kinds of creative and interesting ways to share success Criterion and learning intentions with students here's a handout planned in a week in advance here's what I'm going to have you learning here's what success looks like and students literally check them off and then they write at the bottom what do I need help with still where am I at in this learning of of of this Learning Journey that's what we want to try to create now one point I want to make AI can help us with this teacher Clarity Journey there's a lot of tools out there that we can use to create uh to create learning intention now the T we had to create our own learning intentions and success criteria so this is chat GPT you can see that and it's the 3.5 the free version this is a screencast this is my laptop and I am going to type in here probably not very well how do I teach about the hugen I mean human heart in 10 days develop lesson plans instantly chat GPT gives me lesson plans now the thing about AI is about 80% of the time it's not very good sorry 80% of the time it's reasonably good 20% it's not very good biased information inaccurate information but 20's not a bad error rate when it's free and you didn't have to think of it yourself and so then you have to go through and say what is it that I like and don't like like I don't really like this idea of a guest speaker I don't really love this on 10 days of lessons I'm probably not going to bring in a guest speaker so I could say to chat DPT replace Day N I don't want a guest speaker and it would do that now the objectives we don't call them that because they don't technically meet the Criterion for an objective these are we would call them learning intentions um I don't think a learning intention is to review key Concepts that's not what we're learning today so it it it's going to have to be revised a bit if they're not perfect but it gave you some things to think about and then I said to Chad GPT here I go I'm GNA type any second now what did I say next what would success Critters I mean criteria for each day look like and here are 10 or sorry 10 days of success CR criteria three per day this instantly generated 30 success criteria again not all of them are good whole bunch of them are task related that's not how I think of success criteria but I didn't have to think of these so even if 50% of them were good I didn't have to think of them so we've been putting this in um we can put them in there and yes Michelle it's a great starting point and honestly it created some that I had not thought about and I'm sitting with this group of teachers thinking if we generated this and we downloaded it and we could then criticize chat GPT instead of criticizing each other because sometimes we generate learning attentions and success criteria and we say um oh you know that's not very good you know I wouldn't do it that way blame chat GPT and say it's in the 20% of not useful stuff but what if your teams could do this and then say we have no excuse saying we don't have time to generate learning intentions and success criteria we can do this and then we just use our human brain to decide which of these are more useful and which of these are not useful now I put chat TPT in because it's the free version there are teacher facing tools defit Magic School those kinds of things that are even more specialized that you require a fee to be paid to it but this is free it's available today to type in show me learning intention show me the success criteria how can we use this with our teams uh no Carolyn it doesn't and so it doesn't know the difference between objectives and learning intentions but if you type it in it generates about the same thing um it's not it doesn't have that much of distinguishing um lesson designer can uh and then like magic school if you use magic school or some of those other ones um it'll be more specific but I try to show you the free versions and saying this is good stuff they didn't cost me any money so that's our thoughts on the next generation of teacher clarity thank you welcome back haly John great to see you absolutely good to see you and I have to before Kaye takes over the chat box was blowing up um so I have to emphasize this Doug just in case remember whatever chat GPT gives you we have to then adapt it with the pronouns the student friendly language the vocabulary all of that is our expertise don't let it depr professionalize you instead use it as a tool that helps us be more efficient and effective at using our Professional Knowledge professional expertise right thank you sorry John I have to emphasize there's going to be bias because it's scrubbing the Internet it's going to use certain kinds of pronouns because it's scrubbing the internet and the internet is inherently biased and so we have to use our human brains to say no I need I need to rethink this and recast it excellent so um we do have just a couple of minutes for Q&A so if you do have any additional questions please um feel free to type them in the chat and if we don't have time to get those questions answered today um we can get those to you can email us at info@ corn.com I see some um questions in the chat about adding contacts um for professional learning Services I'm assuming so I'll make sure to I'm going to put that link in the chat but please feel free to add those questions if you have them um Alyssa you asked about um the best text that aligns to this work the the the second edition of the teacher Clarity Playbook um would be the go-to source absolutely there was a question about relevancy and the learning intention Doug do you want do you mind if I grab that one yeah go ahead so the what the why and the how the three Clarity questions the learning intention traditionally answers the what and the why today I'm learning about elimination to go to Maggie's classroom um so I have a third way to solve systems of equations it can be that that basic in its relevancy but there's another secret here sometimes the task handles the relevancy itself so if the task is engaging and authentic then what will often happen is the learner will focus on the task well what are you learning about we're learning about circuits well why are you learning about circuits so we know how to make the light bulb light up the task actually did the relevancy for us um and so there are different ways to show relevancy um utility in other words I'm going to use this in a couple of minutes um affiliation um I'm doing this because I'm part of this group I'm part of this team I'm part of this community and then there's identity I'm going to learn this because it's part of what makes me a learner or makes me a human and so there's a Continuum of relevancy but typically it's captured in that learning intention or it's captured in the task itself and Amy thank you for being our public relations representative Amy familiar faces thank you all thank you there was a question about the differences I don't know if that was a or not if you wanted to touch that quickly yeah it's um 75% new content all of the examples all of the practice all of the modeling have been replaced and then we changed you know we had to update all the research like the relevant section is completely different because as John just said the relevance has changed pretty dramatically based on the newer research on relevance um we've updated things on assessment uh for looking at cycle you know short cycle medium cycle long cycle assessment learning progressions are different we have um more unit goal focus on the learning progressions so um when we had someone review it at 75% new Conta all right K questions y those are kayy questions yeah so I will so in the follow-up email I will be sure to add the information of how you can get more information on the teacher Clarity professional learning um so and how you can reach out to your professional learning advisor to make that contact great well thank you again Doug and John it's been great and thanks for everybody for attending this concludes our webinar today have a great week