It is not a secret that professional learning is often the mechanism used to build excellence in educator practice. Ensuring that the professional learning actually translates into improved student outcomes is easier said than done. Often whole school or individual professional learning plans are vague
Children playing. That’s often what we think of and hear about when we talk about early childhood education. But when researchers Lillard et al. (2013) examined the relationship between pretend play and learning, they could not find evidence that pretend play caused any significant development
When learners can articulate what they are learning, why they are learning it, and how they know they will be successful, they possess clarity about their learning (see, Almarode & Vandas, 2018; Fisher, Frey, Amador, & Assof, 2018). Clarity in teaching and learning makes a
Looking for something that has the potential to increase students’ learning, but doesn’t take a heavy lift to accomplish?
If so, you might be interested in teacher clarity.
On John Hattie’s list of influences, teacher clarity is fairly high on the list. The effect size is
[caption id="attachment_12462" align="aligncenter" width="1000"] This graphic, displayed throughout the book, depicts the 14 Parameters. The graphic is a visual representation of how the parameters--when all applied together--can exponentially increase the achievement of all students. You will see examples of this in the many case studies
Teacher clarity is one of the high yield practices for building assessment-capable learners (Frey, Hattie, Fisher 2018). Included in teacher clarity is communicating learning intentions and success criteria, which is also a focus of one of NCTM’s eight effective mathematics teaching practices: Establish mathematics goals
I walked into a classroom and noticed an Albert Einstein poster on the wall. This wasn’t a particularly unique poster. It showed a headshot of Albert Einstein with the quote, “imagination is more important than knowledge.” I have seen this poster countless times, but on this
Education researcher John Hattie’s ground-breaking research about the factors that influence student achievement gives us much to think about in terms of our habits and practices. It helps us to prioritize initiatives, counteract negative influences, and get rid of practices – such as retaining students
How can formative assessment bring clarity to teaching?
Here’s one teacher’s answer:
“We can use the information [from formative assessment] to see that not all kids are struggling in the same area. We can see specifically which kids are struggling in which areas, then we can intervene