For students to progress confidently and be responsible for their learning, it is essential that teacher and students have shared clarity about what is to be learnt. They need to be clear about the big picture of learning, and the day-by-day learning steps towards it.
"For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about what is being learnt, and how they should go about it. When learning and the path towards it are clear, research shows that there a number of important shifts for students. Their motivation improves, they stay on-task, their behaviour improves and they are able to take more responsibility for their learning."
Absolum, M. (2006). 'Clarity in the Classroom'.
Professional learning resource
These slides may be used for teacher professional learning and development relating to shared clarity about learning.
Shared clarity about learning
(PowerPoint 1 MB)
References and readings
Absolum, M. (2006). Clarity in the classroom. Auckland: Hodder Education. pp 76–95.
Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton.
Duffy, G. (2003). Explaining reading: a resource for teaching concepts, skills and strategies. The Guilford Press, New York. pp 102–108.
Marshall, B & Drummond, M.J. (2006). How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education, Vol 21, no 2, pp 133–149.
Rust, C., Price, M. and O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, vol. 28, no. 2, pp 147–164.