Empowering Student Learning Teacher Clarity

When teachers are clear in the expectations and instruction, students learn more...teacher clarity [is defined] as “a measure of the clarity of communication between teachers and students in both directions”..

(The Teacher Clarity Playbook, 2019, p.xiv)

Topeka Public Schools will continue to focus on the components of Teacher Clarity, as well as research based strategies found in John Hattie’s Visible Learning research.

Teacher Clarity in Four Dimensions Major Components of Teacher Clarity

Teacher Clarity is a driving force in the Topeka Public Schools. It is essential that teachers are clear about expectations and provide clear instruction in order to support student learning.

Through the work of John Hattie’s Visible Learning research, TPS has explored the essential components of Teacher Clarity, which include:

• Clarity of Organization, such that lesson tasks, assignments, and activities include links to the objectives and outcomes of learning.

• Clarity of Explanation, such that information is relevant, accurate, and comprehensible to students.

• Clarity of Examples and Guided Practice, such that the lesson includes information that is illustrative and illuminating as students gradually move to independence, making progress with less support from teacher.

• Clarity of Assessment of Student Learning, such that the teacher is regularly seeking out and acting upon the feedback he or she receives from students, especially through their verbal and written responses.

Throughout any learning opportunity, students should be able to answer the following questions:

• Learning Intentions

“What am I learning today?”

• Relevance

“Why am I learning this?”

• Success Criteria

“When will I know that I have learned it?”