We are living in what is called a “Clarity Crisis”— the perfect storm of brand-new standards, or a change of standards from Common Core to a new version of state standards, new assessments, and potentially new curriculum. Teacher Clarity, on the other hand, can be defined as clear learning intentions, clear success criteria, and clear learning progressions for every unit of study which empowers students to eventually own their own learning. With an effect size of .75, Teacher Clarity supports and makes all other influences on student achievement possible, including Assessment-Capable Learners, Response to Intervention, Classroom Intervention, and Meaningful Feedback, to name a few.
However, if the teachers aren’t clear on these goals, how can our students be? The Clarity process begins with designing a unit of study which is focused on mastering success criteria for one learning intention for the unit. Educators then identify the learning progressions, the building blocks of learning, which are essential to obtaining that learning intention. This also helps with the “Why?” – Why are teachers doing this? Why are students doing this? Finally, detailed success criteria are created for every progression for every day under that unit of study.
Monday, November 14, 2016 8:00 AM - 3:30 PMHawaiian Time
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