Curiosity Path and Learning Targets & Success Criteria
Last year, I started adapting my teaching to follow the curiosity path through vertical whiteboard and 3-Act math tasks. One on my first observation, my administrator reminded me that part of my evaluation is on having a learning target and success criteria on the board so that students know what to expect and can gauge for themselves whether they were successful for the day. My internal response was that if the students knew what they were supposed to know at the start of class then it would kill the need for being curious about the math. It’s like telling the students the ending of the story…. Sure, some kids will be curious about the process, but many kids may just check out….
So my big question is: Are learning targets/success criteria compatible with the curiosity path? If so, any thoughts on how to write them so that it still leaves room for students to be curious and to fuel sense making would be great.