Professional Learning opportunity: clarity for teaching and learning

One thing we know about the field of education is that it’s always changing. As a result, there is so much that can distract us from what is most critical. One of the solutions in research is teacher clarity and students who are assessment capable. 

John Hattie’s Visible Learning Research (2009) is the largest growing body of educational research to date. Hattie used one simple question, “What matters most in raising student achievement?” to synthesize more than 1,600 meta-analyses comprising over 96,000 studies to identify the factors that influence student achievement. By calculating the average effect size of these factors, Hattie determined a “hinge point” of 0.4, a marker that equates to approximately one year of student growth in one year’s time. Hattie urges that educators ought to know and grow the elements of teaching and learning that have a high effect size, as those are the factors that have the potential to accelerate student learning. 

One of the high-impact factors is teacher clarity, which has an effect size of 0.75. “Clarity is communicating the learning intentions and success criteria so that students can identify where they are going in their learning, how they are progressing, and where they will go next, thus providing students enough clarity to own their own learning. Learning is most successful when teachers see learning through the eyes of their students and students see themselves as their own teachers: This is Visible Learning,” (Hattie, 2009, 2012). 

Interested in deepening your understanding of teacher clarity and accelerating student learning? Check out our new offering, Clarity for Teaching and Learning (Course Number: 201934, Section: 308054), or contact your literacy consultant for more information!

References:

Hattie, J. A. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. 

Hattie, J. A. (2012). Visible learning for teachers: Maximizing impact on teachers. New York: Routledge.