Clarity for Learning

Five Essential Practices That Empower Students and Teachers
First Edition
John T. Almarode - James Madison University, USA
Kara L. Vandas - Corwin Author and Consultant
Clarity for Learning
November 2018 | 240 pages | Corwin
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ISBN: 9781506384696
Available from January 0001

Description

AN ESSENTIAL RESOURCE FOR STUDENT AND TEACHER CLARITY

With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students. Are both teachers and students clear about what must be learned, why students are learning it, and how they can be successful? Are students able to determine their next steps in learning through quality feedback and assessment? Have teachers had the time and support to collaborate around clarity to ensure an aligned approach within your school system?

This book offers five powerful practices that include:

  • Gaining clarity
  • Sharing clarity
  • Feedback with clarity
  • Assessing with clarity
  • Collaborating with clarity

In addition, the book is chock-full of examples from teachers and leaders across North America who have shared their journey, struggles, and successes to provide examples, exemplars, and models for readers to use to propel their own work forward. This is a don’t-miss resource!

 

 

Contents

Foreword by John Hattie

Foreword by John Hattie

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction

Introduction

WHY CLARITY?

  • Chapter 1. The Clarity Problem
  • What Is the Clarity Problem?
  • Evidence of the Clarity Problem
  • Categories of Clarity Problems
  • Conclusion
  • Reflection and Next Steps

GAINING CLARITY

  • Chapter 2. Gaining Clarity: Crafting Learning Intentions and Success Criteria
  • A Personal Account of Clarity From the World of Education
  • Learning Intentions
  • Effective Learning Intentions
  • Common Questions and Misconceptions About Learning Intentions
  • Generating Learning Intentions From Content Standards
  • Success Criteria
  • Effective Success Criteria
  • Common Questions and Misconceptions About Success Criteria
  • Generating Success Criteria
  • Planning as a Next Step
  • The Litmus Test
  • Summarizing Gaining Clarity
  • Reflection, Next Steps, and Evidence
  • Chapter 3. Gaining Clarity in Action: Voices From the Field
  • Voices From the Field
  • Conclusion
  • Reflection

SHARING CLARITY

  • Chapter 4. Sharing Clarity: Co-Constructing Success Criteria With Learners
  • Why Co-Constructing Matters
  • What Does Co-Constructing Success Criteria Entail?
  • Steps to Co-Constructing Success Criteria
  • Goal Setting and Progress
  • Common Questions and Misconceptions About Co-Constructing
  • Reflection, Next Steps, and Evidence
  • Chapter 5. Sharing Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection

ASSESSING WITH CLARITY

  • Chapter 6. Assessing With Clarity: Opportunities to Respond
  • What Are Opportunities to Respond?
  • More Than Assessment and Evaluation
  • Timing the Opportunities to Respond
  • Characteristics of Opportunities to Respond
  • Making Thinking Visible
  • Tasks Versus Exercises
  • Engaging Scenarios
  • Conclusion
  • Reflection and Next Steps
  • Chapter 7. Assessing With Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection

FEEDBACK WITH CLARITY

  • Chapter 8. Feedback With Clarity: Giving and Receiving Feedback on and for Learning
  • What Is Effective Feedback?
  • Types of Feedback
  • The Delivery of the Feedback
  • Effective Feedback With Effective Delivery
  • Adjust Feedback for Learners
  • A Balanced Approach
  • Reflection and Next Steps
  • Chapter 9. Feedback With Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection

CLARITY IN COLLABORATION

  • Chapter 10. Collaborating for Clarity in Learning
  • Charting Your Clarity Journey
  • Charting Next Steps
  • The Journey Toward Clarity in Barren County Public Schools
  • What It Takes to Make Clarity Happen
  • In the Classroom
  • In the School or District: Collective Teacher Efficacy and Intentionality in Professional Learning
  • Clarity
  • Put Them Together
  • Our Clarity Purpose
  • Chapter 11. Collaborating for Clarity in Learning: Voices in Action
  • Voices From the Field
  • Reflection

Appendix A

  • Clarity
  • Learning Intentions
  • Success Criteria
  • Learning Progressions
  • Co-Constructing Success Criteria
  • Assessment-Capable Learners (ACL)
  • Opportunities to Respond
  • Feedback
  • Collective Teacher Efficacy

Appendix B

Appendix B

Afterword by Larry Ainsworth

Afterword by Larry Ainsworth

References

References

Index

Index

Resources

Description

AN ESSENTIAL RESOURCE FOR STUDENT AND TEACHER CLARITY

With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students. Are both teachers and students clear about what must be learned, why students are learning it, and how they can be successful? Are students able to determine their next steps in learning through quality feedback and assessment? Have teachers had the time and support to collaborate around clarity to ensure an aligned approach within your school system?

This book offers five powerful practices that include:

  • Gaining clarity
  • Sharing clarity
  • Feedback with clarity
  • Assessing with clarity
  • Collaborating with clarity

In addition, the book is chock-full of examples from teachers and leaders across North America who have shared their journey, struggles, and successes to provide examples, exemplars, and models for readers to use to propel their own work forward. This is a don’t-miss resource!

 

 

Contents

Foreword by John Hattie

Foreword by John Hattie

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction

Introduction

WHY CLARITY?

  • Chapter 1. The Clarity Problem
  • What Is the Clarity Problem?
  • Evidence of the Clarity Problem
  • Categories of Clarity Problems
  • Conclusion
  • Reflection and Next Steps

GAINING CLARITY

  • Chapter 2. Gaining Clarity: Crafting Learning Intentions and Success Criteria
  • A Personal Account of Clarity From the World of Education
  • Learning Intentions
  • Effective Learning Intentions
  • Common Questions and Misconceptions About Learning Intentions
  • Generating Learning Intentions From Content Standards
  • Success Criteria
  • Effective Success Criteria
  • Common Questions and Misconceptions About Success Criteria
  • Generating Success Criteria
  • Planning as a Next Step
  • The Litmus Test
  • Summarizing Gaining Clarity
  • Reflection, Next Steps, and Evidence
  • Chapter 3. Gaining Clarity in Action: Voices From the Field
  • Voices From the Field
  • Conclusion
  • Reflection

SHARING CLARITY

  • Chapter 4. Sharing Clarity: Co-Constructing Success Criteria With Learners
  • Why Co-Constructing Matters
  • What Does Co-Constructing Success Criteria Entail?
  • Steps to Co-Constructing Success Criteria
  • Goal Setting and Progress
  • Common Questions and Misconceptions About Co-Constructing
  • Reflection, Next Steps, and Evidence
  • Chapter 5. Sharing Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection

ASSESSING WITH CLARITY

  • Chapter 6. Assessing With Clarity: Opportunities to Respond
  • What Are Opportunities to Respond?
  • More Than Assessment and Evaluation
  • Timing the Opportunities to Respond
  • Characteristics of Opportunities to Respond
  • Making Thinking Visible
  • Tasks Versus Exercises
  • Engaging Scenarios
  • Conclusion
  • Reflection and Next Steps
  • Chapter 7. Assessing With Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection

FEEDBACK WITH CLARITY

  • Chapter 8. Feedback With Clarity: Giving and Receiving Feedback on and for Learning
  • What Is Effective Feedback?
  • Types of Feedback
  • The Delivery of the Feedback
  • Effective Feedback With Effective Delivery
  • Adjust Feedback for Learners
  • A Balanced Approach
  • Reflection and Next Steps
  • Chapter 9. Feedback With Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection

CLARITY IN COLLABORATION

  • Chapter 10. Collaborating for Clarity in Learning
  • Charting Your Clarity Journey
  • Charting Next Steps
  • The Journey Toward Clarity in Barren County Public Schools
  • What It Takes to Make Clarity Happen
  • In the Classroom
  • In the School or District: Collective Teacher Efficacy and Intentionality in Professional Learning
  • Clarity
  • Put Them Together
  • Our Clarity Purpose
  • Chapter 11. Collaborating for Clarity in Learning: Voices in Action
  • Voices From the Field
  • Reflection

Appendix A

  • Clarity
  • Learning Intentions
  • Success Criteria
  • Learning Progressions
  • Co-Constructing Success Criteria
  • Assessment-Capable Learners (ACL)
  • Opportunities to Respond
  • Feedback
  • Collective Teacher Efficacy

Appendix B

Appendix B

Afterword by Larry Ainsworth

Afterword by Larry Ainsworth

References

References

Index

Index

Resources

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Clarity for Learning

Five Essential Practices That Empower Students and Teachers

John T. Almarode , Kara L. Vandas
Cancel Print

November 2018 | 240 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781506384696 $40.95

AN ESSENTIAL RESOURCE FOR STUDENT AND TEACHER CLARITY

With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students. Are both teachers and students clear about what must be learned, why students are learning it, and how they can be successful? Are students able to determine their next steps in learning through quality feedback and assessment? Have teachers had the time and support to collaborate around clarity to ensure an aligned approach within your school system?

This book offers five powerful practices that include:

  • Gaining clarity
  • Sharing clarity
  • Feedback with clarity
  • Assessing with clarity
  • Collaborating with clarity

In addition, the book is chock-full of examples from teachers and leaders across North America who have shared their journey, struggles, and successes to provide examples, exemplars, and models for readers to use to propel their own work forward. This is a don’t-miss resource!

 

 


Table Of Contents:

  • Foreword by John Hattie
  • Acknowledgments
  • About the Authors
  • Introduction
  • WHY CLARITY?
  • Chapter 1. The Clarity Problem
  • What Is the Clarity Problem?
  • Evidence of the Clarity Problem
  • Categories of Clarity Problems
  • Conclusion
  • Reflection and Next Steps
  • GAINING CLARITY
  • Chapter 2. Gaining Clarity: Crafting Learning Intentions and Success Criteria
  • A Personal Account of Clarity From the World of Education
  • Learning Intentions
  • Effective Learning Intentions
  • Common Questions and Misconceptions About Learning Intentions
  • Generating Learning Intentions From Content Standards
  • Success Criteria
  • Effective Success Criteria
  • Common Questions and Misconceptions About Success Criteria
  • Generating Success Criteria
  • Planning as a Next Step
  • The Litmus Test
  • Summarizing Gaining Clarity
  • Reflection, Next Steps, and Evidence
  • Chapter 3. Gaining Clarity in Action: Voices From the Field
  • Voices From the Field
  • Conclusion
  • Reflection
  • SHARING CLARITY
  • Chapter 4. Sharing Clarity: Co-Constructing Success Criteria With Learners
  • Why Co-Constructing Matters
  • What Does Co-Constructing Success Criteria Entail?
  • Steps to Co-Constructing Success Criteria
  • Goal Setting and Progress
  • Common Questions and Misconceptions About Co-Constructing
  • Reflection, Next Steps, and Evidence
  • Chapter 5. Sharing Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection
  • ASSESSING WITH CLARITY
  • Chapter 6. Assessing With Clarity: Opportunities to Respond
  • What Are Opportunities to Respond?
  • More Than Assessment and Evaluation
  • Timing the Opportunities to Respond
  • Characteristics of Opportunities to Respond
  • Making Thinking Visible
  • Tasks Versus Exercises
  • Engaging Scenarios
  • Conclusion
  • Reflection and Next Steps
  • Chapter 7. Assessing With Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection
  • FEEDBACK WITH CLARITY
  • Chapter 8. Feedback With Clarity: Giving and Receiving Feedback on and for Learning
  • What Is Effective Feedback?
  • Types of Feedback
  • The Delivery of the Feedback
  • Effective Feedback With Effective Delivery
  • Adjust Feedback for Learners
  • A Balanced Approach
  • Reflection and Next Steps
  • Chapter 9. Feedback With Clarity in Action: Voices From the Field
  • Voices From the Field
  • Reflection
  • CLARITY IN COLLABORATION
  • Chapter 10. Collaborating for Clarity in Learning
  • Charting Your Clarity Journey
  • Charting Next Steps
  • The Journey Toward Clarity in Barren County Public Schools
  • What It Takes to Make Clarity Happen
  • In the Classroom
  • In the School or District: Collective Teacher Efficacy and Intentionality in Professional Learning
  • Clarity
  • Put Them Together
  • Our Clarity Purpose
  • Chapter 11. Collaborating for Clarity in Learning: Voices in Action
  • Voices From the Field
  • Reflection
  • Appendix A
  • Clarity
  • Learning Intentions
  • Success Criteria
  • Learning Progressions
  • Co-Constructing Success Criteria
  • Assessment-Capable Learners (ACL)
  • Opportunities to Respond
  • Feedback
  • Collective Teacher Efficacy
  • Appendix B
  • Afterword by Larry Ainsworth
  • References
  • Index

Recent Product Reviews:

"Clarity for Learning delivers just what its title promises: a clear and purposeful guide to making a great difference in how your students learn. This book is necessary for any educator who wants to meet their students where they are and show them just how far they can take their learning."
Gayla LeMay, Teacher, Louise Radloff Middle School, GA
"Clarity for Learning provides the scaffolding needed by both novice and experienced educators as they endeavor to make learning more meaningful for students and provide the type of instructional setting that promotes student achievement."
Melissa Miller, Middle School Science Teacher, Randall G Lynch Middle School, AR
"Clarity for Learning is a valuable book for a wide audience and is on its way to making an impact on the effectiveness of American classrooms."
Debra K. Las, Science Teacher,, Rochester Public Schools, ISD #535, MN

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