Clarity for Learning

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