Clarity for Learning: Five Essential Practices That Empower Students and Teachers

This book operationalizes Visible Learning's Teacher Clarity and Student Expectations into five essential components: crafting learning intentions and success criteria co-constructing learning intentions and success criteria with learners creating opportunities for students to respond (i.e., formative assessment) effective feedback on and for learning students and teachers sharing learning and progress

Table of Contents:
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

About the Author :
Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode′s work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. John and his colleagues have also focused a lot of attention on the process of implementation – taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs, Visible Learning, Visible Teaching, and the SOLO Taxonomy. Kara Vandas is an educator with an enduring passion for empowering learners. She began her career in education at an alternative school for youth at-risk. Kara spent several more years in the classroom in public education as a middle and high school educator and then transitioned to coaching and professional learning positions that allowed her to support teachers and leaders. Her current role as an author and consultant takes her around the world to partner with schools and school districts.  She also presents nationally and internationally at conferences, with a focus on learner agency and efficacy. Kara is the co-author of Partnering with Students: Building Ownership of Learning and holds a Master’s degree of Education in Curriculum and Instruction from Regis University. She has worked in K-12 education for nearly 20 years with a focus in instruction, curriculum design, using data to drive instruction, science education, learning environments, formative assessment, Visible Learning, and more. She also volunteers as a board member at her child’s local school, where she and her family live in Castle Rock, Colorado. She loves the outdoors and spends much of her free time with family and friends.

Review :
"Clarity for Learning delivers just what its title promises: a clear and purposeful guide to making a great difference in how your students learn. This book is necessary for any educator who wants to meet their students where they are and show them just how far they can take their learning." "Clarity for Learning provides the scaffolding needed by both novice and experienced educators as they endeavor to make learning more meaningful for students and provide the type of instructional setting that promotes student achievement." "Clarity for Learning is a valuable book for a wide audience and is on its way to making an impact on the effectiveness of American classrooms."