Teacher Clarity

Four Necessary Components for High-Impact Student Learning
1. Auflage 2025
ISBN: 978-1-0719-2338-2
Verlag: SAGE Publications Inc

Buch, Englisch, 168 Seiten, Format (B × H): 179 mm x 251 mm, Gewicht: 298 g

How to Activate and Accelerate Student Learning

Have you ever given instructions to your students, only to receive blank stares or confusion? Clarity is an essential part of teaching and learning, and every interaction we have with students is the foundation for moving learning forward—we must make every interaction count.

Backed by the latest education research on what really works, Teacher Clarity spotlights the newest and best teaching strategies and explains the importance of clear learning intentions, success criteria, lesson design, progress monitoring, and more. Inside, you’ll discover how teacher clarity

- Helps educators make informed decisions around teaching and learning

- Demands that educators keep the “big picture” in mind

- Allows educators to integrate optimal teaching and learning experiences at the right time

- Tells us what evidence we must generate around teaching and learning and what steps to take next

Organized around the four critical components of teacher clarity—organization, explanations, examples, and assessments—and filled with samples for all content and grade levels, Teacher Clarity is your essential guidebook for unlocking your learners’ potential.

Autoren/Hrsg.

Fisher, Douglas

Almarode, John T.

Barbee, Kierstan

Frey, Nancy

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem

Inhaltsverzeichnis

Chapter 1: Story Behind Teacher Clarity
Chapter 2: The Teacher Clarity Journey Begins with the Destination in Mind
Chapter 3: Teacher Clarity Through Organization of Learning
Chapter 4: Teacher Clarity Through Clear Explanations
Chapter 5: Teacher Clarity Through Examples
Chapter 6: Teacher Clarity through Assessment that Drives Learning
Chapter 7: Clarity by Design

Über Autor(innen)

Fisher, Douglas
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.

Almarode, John T.
John Almarode is a 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. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.

Frey, Nancy
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

Barbee, Kierstan
Kierstan Barbee holds a doctoral degree in educational leadership and literacy from the University of Houston. She brings 20 years of education-related experience in PreK-12 settings. She has served as a secondary English Language Arts teacher, academic coach, and professional development supervisor in urban districts as well as a project manager of assessment for learning, which involved creating system-wide professional learning programming for central staff and campuses that promoted the spread of research- and evidence informed practices to maximize teaching and learning. Through an emphasis on relationship-building and human-centered design principles, Kierstan has coached PreK-12 principals, teachers, and district leaders on pedagogical practices that promote equity and student agency in learning.