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OLD - Teaching with Clarity
Teaching with Clarity: How to Prioritize and Do Less So Students Understand More
Author: Tony Frontier
Feeling overwhelmed – constantly, on a daily basis – has unfortunately become the status quo among educators. But it doesn’t have to be.
Schools need to stop adding more programs, strategies, activities, resources, projects, assessments and meetings. Though they are often implemented with the best intentions, these things ultimately end up as clutter – that which inhibits our ability to help students learn.
Instead, teachers need more clarity, which emerges when we prioritise our efforts to do less with greater focus. This isn’t simply a matter of teachers doing less. Rather, teachers need to be intentional and prioritise their efforts to develop deeper understanding among students.
In Teaching with clarity, Tony Frontier focuses on three fundamental questions to help reduce curricular and organisational clutter in the interest of clarity and focus:
What does it mean to understand?
What is most important to understand?
How do we prioritise our strategic effort to help students understand what is most important?
By prioritising clear success criteria, intentional design, meaningful feedback and a shared purpose, teachers can begin to clear away the curricular clutter that overwhelms the profession – and embrace the clarity that emerges.
Published: 31st August 2022
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