Teacher Clarity Playbook
A Hands-On Guide to Creating Learning Intentions and Success Criteria
On a clear day, you can learn forever -- that's the adapted lyric you'll be happily humming once you've covered this playbook because you will have mastered using learning intentions and success criteria, the twin engines of Teacher Clarity. This template-filled guide shows you how to own it, do it, and live it -- and your students will be more successful as a result.
Teacher clarity is both a method and a mindset, and it has an impressive effect size of .75 (Hattie, 2009). "It's teaching that is organized and intentional," explain Douglas Fisher, Nancy Frey, Olivia Amador, and Josepgh Assof. "It brings a forthrightness and fairness to the classroom because student learning is based on transparent expectations. And when we are clear, our students can better plan and predict, set goals, and acquire a stronger sense of how to judge their own progress.
Succinct, smart, and swift, this book's nine learning modules takes you systematically through a process that begins and ends with standards. With abundant cross-curricular examples that span grade levels, planning templates for every step, key professional learning questions, and a PLC guide with video and PowerPoints, you have the most practical planner for designing and delivering highly effective instruction: Identifying Concepts and Skills; Sequencing Learning Progressions; Elaborating Learning Intentions; Crafting Success Criteria; Modifying Learning Intentions to Include Language Expectations; Determining the Relevance of the Learning; Designing Assessment Opportunities; Creating Meaningful Learning Experiences; Establishing Mastery of Standards.
Designed for PLCs or independent teacher use, The Teacher Clarity Playbook helps practitioners align lessons, objectives, and outcomes of learning seamlessly, so that the classroom hours flow productively for everyone. For any teacher striving to be more organized and have stronger relationships with students, this book shows you how.
About this Author
Authors: Douglas Fisher, San Diego State University; Nancy Frey, San Diego State University; Olivia Amador; Joseph Assof
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