• Why Teacher Clarity is Important in Instruction

    Participants will learn about teacher clarity - a term coined by John Hattie's visible learning research. With its effect size of 0.75, teacher clarity is crucial to student achievement. Participants will first be reminded about the work of John Hattie and what effect sizes mean. Then, they will learn what teacher clarity means - teachers being clear about what students are learning, why they are learning it, and how they will show they have learned it. Participants will engage in an activity that clearly demonstrates why it is important for students to have this clarity in their learning. Participants will analyze learning targets to determine if they are good examples or need to be revised.

  • Creating & Using Learning Targets & Performance Scales

    Provides explicit steps for teaching students to use performance scales to help students meet rigorous standards.

  • How Do I Know They Got It? Verifying Learning with Learning Targets & Success Criteria

    We'll walk through the process of breaking a standard into learning targets and then identify how students will be able to determine when they have met those targets. Strengthen your ability to verify that learning has occurred and teach students how to use learning targets and success criteria to guide their work, increasing student autonomy and efficacy.

  • Igniting Student Ownership

    Empower students to use Learning Targets and Success Criteria to own their learning, verify that learning is occurring, and plan for effective student teaming structures.

  • Monitor & Verify Learning Face-to-Face & Virtually

    How will you monitor student participation and engagement? How do you verify learning targets when students are face to face and virtually? This session will explore tools and techniques for monitoring and verifying student learning in a variety of delivery formats, because let's be honest, we need to be armed and ready for an array of blended learning formats in our future.

  • Preventing Learning Gaps: It’s All in the Planning

    Learn how to start the planning process by breaking standards down into digestible chunks, or learning targets and then creating a task that will allow you to determine whether or not students are meeting each target. We'll explore how to examine student work during the task to make decisions, in the moment, on how best to support students who are not progressing or meeting the learning target.