Tiered outcomes are nothing new; most schools that I have worked in have used it in some form or another. These levelled outcomes usually take the form of either Must/Should/Could or All/Most/Some. They are ideal for differentiating by the outcome.
However, there are some fatal flaws in these specific wordings. Lazy students will only ever strive to complete the basic Must/All. Could/Some creates a ceiling for those students with low self-esteem, who don’t believe they can reach for the stars.
I was introduced to the Good/Great/Awesome techniques in some TEEP training in November last year. I immediately placed it in my “to-do right away” pile. As an intrinsically positive person and teacher, who always strives to build students’ self-esteem and promote the growth mindset in all who pass through my classroom, I found the idea of offering 3 levels of positivity much more appealing than the previous wording.
I implemented this strategy quickly and personally added in an overarching learning objective, so students could see each stage of G/G/F as building blocks. I coloured coded them, as is common, and occasionally colour coordinate to grades or tasks.
I found these words help maintain students’ positive attitudes and embed this positivity for learning in their lessons. It also helped intrinsically motivate them to strive to do better and reach that “Fantastic”. After all, who doesn’t want to be fantastic?
This is a re-blog post originally posted by @keeponteeping and published with kind permission.
The original post can be found here.