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About This Book
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 0.75 (Hattie, 2009). “It’s teaching that is organized and intentional,” explain Douglas Fisher, Nancy Frey, Olivia Amador, and Joseph 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 is the book that shows you how.
Visible Learning® Supporting Resources
The Teacher Clarity Playbook, has been recognized for focusing on practices that have high effect sizes and will help you translate the groundbreaking Visible Learning research into practice. When educators use strategies that have high effects (greater than 0.40), they can accelerate student achievement. The power of the Visible Learning research lies in helping educators understand which factors have the highest impact on student achievement so that educators can begin making strategic decisions based on evidence that will utilize their time, energy, and resources to the best extent possible.
The Visible Learning research is based on Professor John Hattie's unmatched meta-analysis of more than 1600 research reviews comprising 95,000 studies, involving more than 300 million students—the world’s largest evidence base on what works best in schools to improve student learning. From that research Dr Hattie identified more than 250 factors that have an impact on student achievement.
Table Of Content
Foreword
By John Hattie
LIST OF VIDEOS
Publisher’s Acknowledgments
Introduction
Teacher Expectations
Learning Intentions and Success Criteria Contribute to Teacher Clarity
Teacher Collaboration Is Vital for Raising Expectations
Using This Playbook
The Learning Process
Our Hope
Module 1: Identifying Concepts and Skills
What Content Knowledge Do Students Need to Be Successful?
What Skills Must Students Demonstrate to Be Successful?
Modeling
Guided Practice
Independent Practice
Module 2: Sequencing Learning Progressions
Determining a Learning Progression
Modeling
Guided Practice
Independent Practice
Module 3: Elaborating Learning Intentions
Communicating Learning Intentions
Timing Learning Intentions
Modeling
Guided Practice
Independent Practice
Module 4: Crafting Success Criteria
The Effectiveness of Success Criteria
Types of Success Criteria
Modeling
Guided Practice
Independent Practice
Module 5: Modifying Learning Intentions
to Include Language Expectations
Vocabulary Language Learning Expectations
Language Structure Learning Expectations
Language Function Learning Expectations
Modeling
Guided Practice
Independent Practice
Module 6: Determining the Relevance of
the Learning
Relevancy Is an Engine for Learning
How to Communicate Relevance
Modeling
Guided Practice
Independent Practice
Module 7: Designing Assessment Opportunities
Check for Understanding Using Formative Evaluation
Check for Understanding in Every Lesson
Check for Understanding Through Dialogic Instruction
Check for Understanding Through Writing
Check for Understanding With Formative Practice Testing
Modeling
Guided Practice
Independent Practice
Module 8: Creating Meaningful Learning
Experiences
Teacher Modeling and Thinking Aloud
Guided Instruction
Collaborative Learning
Independent Learning
Modeling
Guided Practice
Independent Practice
Module 9: Establishing Mastery of Standards
Purposes of Summative Assessments
Modeling
Guided Practice
Independent Practice
Moving Forward
Ask Students What They Are Learning and Why They Are Learning It
Use Pre-assessment and Post-assessment Data to Compare Results
Share Results With Students
Collaborate With Colleagues
Appendix: Suggested Answers to Guided
Questions
References
About the Authors
Douglas Fisher:
DOUGLAS FISHER, PhD, is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative. Doug has engaged in professional learning communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as The Teacher Credibility & Collective Efficacy Playbook and PLC+.
Nancy Frey:
NANCY FREY, PhD, is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in professional learning communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Visible Learning for Literacy.
Olivia Amador:
Olivia Amador Valerio joined the Corwin professional learning team in 2018 with a wealth of knowledge and experiences as a leading learner. She has been innovative in her practices and has instituted many transformative structures that have resulted in the development of effective teachers, improvement of student performance, and enhanced levels of family engagement. Olivia has been in the field of education for 24 years, including 14 years as an elementary school principal. Her teaching experience includes 10 years as an elementary bilingual teacher and reading language arts specialist supporting students with reading deficits. Her leadership journey includes participation in instructional leadership teams, professional learning networks, as well as leadership design teams focused on Cultural Proficiency and equity. One of her most notable accomplishments while she served as a principal was receiving the National Center for Urban School Transformation (NCUST) Gold award in 2016.
As a Corwin author/consultant, Olivia is a certified Fisher & Frey trainer. She has co-authored The Teacher Clarity Playbook with Douglas Fisher & Nancy Frey and travels the country supporting PLC development using this research-based, hands-on guide.
Olivia is on a quest through her Corwin role to extend her reach through sharing her experiences as a transformative leader and effective teacher with other practitioners in support of their success with school improvement goals. Her energy and enthusiasm for this work is simply contagious!
Joseph Assof:
Joseph Assof is a high school and community college mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He leads his department’s reform efforts to align to the Common Core Standards – with a focus on high quality instruction. He is a member of the San Diego County Math Leaders Task Force, whose mission is to support every student in meeting the rigorous expectations of the Common Core. Joseph co-authored Teaching Mathematics in the Visible Learning Classroom, High School, Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, and The Teacher Clarity Playbook, and his classroom is featured in a number of Visible Learning for Mathematics, Grades K-12 videos.
SBN: 9786038147894
Author: Douglas Fisher & Nancy Frey & Olivia Amador & Joseph Assof
Publisher: Educational Book House
Publish Year: 2022
Size: 17x24cm
Pages number: 234
