Learning Diversity 

THE INSTRUCTIONAL WATERFALL CHART 

In a previous edition, I introduced you to the Instructional Waterfall chart. In the next few editions, I will delve deeper into how St. Fidelis uses the chart as a pedagogical model for Teaching and Learning.  Let's look at learning intentions and success criteria. As a staff, we created these statements that describe what each section means for students and teachers at St. Fidelis. 

Learning Intentions  

• Learning Intentions come from the curriculum.
• Learning Intentions must be meaningful and specific.
• Learning Intentions for the students are about; - What and Why I am learning.
• Learning Intentions for a teacher are about - What am I teaching?
• Learning Intentions need to be visible.
• Learning Intentions are a living document open to annotation and change.
• Learning Intentions use student-friendly language. 

Success Criteria

• Success Criteria must be clear and visible in the learning environment.
• Success Criteria is a living document that should constantly be updated and referred to by students.
• Success Criteria help students understand their learning experience and how they can be successful in their work. 
• Success Criteria is essential so that students can articulate what they need to be successful in their learning and to identify where to next in their learning journey. 
• Teachers need to plan success criteria with the end in mind so that they know what students are expected to learn.
• Success Criteria should be the deconstruction of the Learning Intention and can/should be co-constructed with students.
• Success Criteria should provide multiple entry points for students to engage in their learning. They enhance student voice in learning and provide them with a guide on how to improve their learning for success. 

During facilitated planning sessions with curriculum leaders, teachers carefully plan learning intentions for their lessons. These intentions are then shared with students and prominently displayed during lessons and throughout the unit. They are intended to span multiple sessions, allowing students ample time to solidify their understanding of the curriculum.

To complement the learning intentions, success criteria are established to outline the specific skills students need to achieve the intended learning outcomes.

The teachers and students will actively incorporate the instructional Waterfall model elements into the upcoming student/parent/teacher learning conversations scheduled for Wednesday, June 19th. During these sessions, students will present samples of their work and discuss the corresponding learning intentions they were striving to meet. They will also demonstrate how they applied the success criteria in their work. The learning intentions and success criteria will be prominently displayed on the learning walls for easy reference.