Each learning progression guides the student toward a success criterion, just as each success criterion guides the student toward the learning intention. The progressions also progressively activate higher-order-thinking skills in students. These particular English building blocks—brainstorming, writing practice, and feedback—can transfer to other content disciplines and easily transfer to real-world situations. In this example, each instructional building block is linked to the overall learning intention of students’ achieving mastery in analyzing text.
As figure 1.1 (page 22) illustrates, success criteria help students see the learning progressions as they complete one step and move on to the next. This progression of skill demonstrates student knowledge and understanding. So if brainstorming thesis statements is the first building block of the success criteria, that basic skill is necessary to move toward the next skill.
In this particular example, the teacher scaffolds the steps necessary for students to learn how to write an analytical paper. The teacher builds in supports to enhance learning and aid in the mastery of each task. He or she does this by systematically building on students’ experiences and knowledge as they are learning new skills.
Figure 1.1: Scaffolding success criteria—ELA example.
Let’s consider another example—a ninth-grade physical education unit of study called lifetime sports. In this unit, students will learn about a variety of sports that people can play all through their lives with few (if any) adverse physical effects. One of those sports is badminton. Therefore, the learning intention in physical education is I can learn how to play badminton. Students will need to learn the basic skills or success criteria needed to play the game. First, students would need to learn the terms associated with badminton and what they mean. Next, students would need to learn the rules of the game and how to apply them. Finally, the students would need to stand on a badminton court, get a feel for the racket, practice their serve and swing, and eventually play the game. All these steps are the basic skills needed to play badminton. Therefore, a teacher might write the success criteria as follows.
• Success criteria: I know I am successful because—
1. I can define the terms of badminton
2. I can define the rules of the game and apply them
3. I can stand on a badminton court and practice my serve and my swing
These learning progressions are the building blocks that make up the game of badminton, while the overall unit of study is lifetime sports. In this particular example, each building block of instruction is linked to the overall learning intention of students’ eventually achieving mastery in understanding how to play badminton (see figure 1.2).
Figure 1.2: Scaffolding success criteria—physical education example.
When writing success criteria, list all the learning progressions, or scaffolded steps, so students see the beginning and the end. By seeing the breakdown of the guiding steps for each set of learning progressions, students can also see that their learning is a process, and, by accomplishing one step at a time, they will eventually meet and master the learning intention.
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