WRITTEN BY ALICE VIGORS
The word clarity simply means the 'quality or state of being clear'
In the classroom, providing clarity to our learners looks like sharing the intent for learning. That is a statement about what the students are learning and why. It is not; however. a statement of what they are doing (Sharrat, 2019). For learning intentions to have the impact educators are looking for they must be:
From here educators can springboard into what success will look like for the students. This can be easily achieved through the sharing of or co-creation of success criteria and the modelling of what a good one looks like. This increases clarity for students around how to be successful in achieving the intent for learning. For success criteria to be impactful they must:
This provides teachers with the perfect platform on which to truly have their greatest impact - the feedback they give about student learning. The use of Learning Intentions and Success Criteria (LISC) in the feedback space is a critical component of providing timely, specific and meaningful feedback that assists students to understand where they are and where their learning is going, in order to move towards achieving academic outcomes.
The word feedback means 'the transmission of evaluative or corrective information about an action, event, or process to the original source.'
In the classroom, feedback is often left to the end of the lesson and because of this is often left out due to time constraints or done haphazardly. But this certainly doesn't need to be the narrative we continue to follow.
For feedback to truly drive learning forward it guides the student in their learning process and gives them the direction they need to reach the target or goal of the lesson (Center for Innovation in Research & Teaching). Feedback enables students to recognise their strengths as well as areas for development, and to identify and plan with their teacher the next steps in their learning. Students should be provided with opportunities to improve their knowledge, understanding and skills through feedback that:
Linking feedback to the success criteria for the lesson provides additional clarity to students around the type of feedback they can expect to receive from the teacher about their learning, reducing the likelihood that students receive feedback that is unrelated to the core focus of the lesson.
One of the ways that we can be intentional about providing feedback to our students is through embedding regular pause points in the lesson, whereby the teacher and student or students check for understanding, examine and reflect on the success criteria and identify areas they have achieved so far. This provides a unique springboard for the teacher to engage students in the next steps for their learning, providing a modelled or worked example to increase student clarity. It is also a key moment to provide differentiated instruction or focus for students requiring additional or extension support. There are lots of ways that effective feedback can be built into the fabric of the classroom, including: Self-Assessment -
Peer-Assessment -
Teacher Feedback -
Powering Up Reflection and Feedback
criteria for the lesson, as well as support teachers in providing targeted and meaningful feedback on the elements being focused on rather than the process as a whole. Check out the 4-square criterion reflection tool >>>
This forms the basis of student learning goals and is something that is carried forward in the learning process as an area to continue to develop. Working with students in this space is a powerful way for students to take ownership over their learning, have clear understanding and direction on where their learning needs to improve and provide a tangible goal to work towards.
The impact that this has on student learning and engagement is phenomenal and is something that all teachers, regardless of experience, can implement and support students to develop in the classroom tomorrow.
What does driving learning forward look like in your classroom?
Share your tips and tricks with our readers by leaving a comment below. Purchase a signed copy of my new book The Thinking Classroom. Use the code THINKINGPATHWAYS10 to get 10% of your order.
1 Comment
29/3/2023 03:49:03 am
I really enjoyed this post. You describe this topic very well. I really enjoy reading your blog and I will definitely bookmark it! Keep up the interesting posts!
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AuthorHi, I am Alice. I am a primary teacher and leader in New South Wales, Australia. I have been teaching for the past 14 years in both the Public and Catholic school systems. I am passionate about supporting and mentoring colleagues to think deeply about their efforts to cultivate thinking and learning opportunities for students. Read more Archives
August 2023
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