Before you read any farther, I want you to consider the following. How would your students, whether face-to-face, hybrid, or at a distance, respond to these three questions?
What am I learning?
Why am I learning this?
How will I know that I have learned it?
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
We are always learning…
I have been including success criteria in my books since the late 90s, after hearing Dorothy Grange, an assessment advisor from northeast England, advocate, with passion, their use. "How are they supposed to know what success looks like without them?" she reasoned, this truth resonating through
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
An excerpt from Making Change That Sticks, a whitepaper about Visible Learningplus in Klein ISD, Texas
Lemm Elementary School Principal Kathy Brown had a lightbulb moment when she first heard about Visible Learning at a conference in Florida in 2014.
Based on Professor John Hattie’s Visible Learning
“Students need to know their learning target— the specific skill they’re supposed to learn— or else ‘feedback’ is just someone telling them what to do.”
Have you ever been given feedback by someone who doesn’t know your situation or your intended goals, or who
Three years ago Ross School set off on a mission to ensure every student (or as we call them learners) developed their assessment capabilities. Put simply, the school wanted all learners to independently answer three fundamental questions:
Where am I going in my learning?
What ripple effect do you want to pass on to students and adults in your school building? Our impact as educational leaders can vary, but our core business as educators is to serve students by influencing substantive academic, socio-emotional, and civil improvement, at least one
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
Teachers encounter many challenging responsibilities in their role: Learn and understand your state or provincial standards. Create a classroom that encourages reasoning and sense making. Teach each and every study in an equitable learning environment. Sift through the many different research based methodologies to learn