Teaching with Clarity

<p><strong>Feeling overwhelmed--constantly on a daily basis--has unfortunately become the status quo among educators. But it doesn't have to be.<p>Schools need to stop adding more programs strategies activities resources projects assessments and meetings.</strong> 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.<p>Instead teachers need more <em>clarity</em> which emerges when we prioritize 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 prioritize their efforts to develop deeper understanding among students.<p>In <em>Teaching with Clarity</em> Tony Frontier focuses on three fundamental questions to help reduce curricular and organizational clutter in the interest of clarity and focus: <p/>* What does it mean to understand?<br>* What is most important to understand?<br>* How do we prioritize our strategic effort to help students understand what is most important?<p>By prioritizing 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.</p>