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If you have what we call teacher clarity, you can have a much larger impact on how well your students do in your class.
If you have what we call teacher clarity, you can have a much larger impact on how well your students do in your class.
Clarity is critical. Eminent educators, Dylan Wiliam and John Hattie agree that you must be very clear about what you want your students to learn. You need to know exactly what you want them to understand and what you want them to be able to do.
Clarity is critical. Eminent educators, Dylan Wiliam and John Hattie agree that you must be very clear about what you want your students to learn. You need to know exactly what you want them to understand and what you want them to be able to do.
Overview
Overview
Hattie (2009) describes Teacher Clarity as communicating the learning intentions and success criteria for the learning intentions. Teachers and students have clarity if they are able to answer three questions:
- What am I learning?
- Why am I learning it?
- How will I know when I have learned it?
With an average effect size of 0.75, teacher clarity results in almost twice the average effect size of one year of formal schooling. When teachers are clear on what students are learning, they can better select learning experiences that specifically target that learning. Similarly, when teachers know why students are learning what they are learning, they can better design learning experiences that are authentic and relevant to learners. Finally, when teachers know what success looks like, they can show learners what success looks like, design opportunities for students to make their own thinking and learning visible, and gather evidence about where to go next in the teaching and learning. All this, because of teacher clarity.
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