Welcome to December! Great instruction begins with a clear destination. The 5D+ Purpose dimension helps us define, connect, and communicate that destination so students understand what, why, and how they are learning.
“Clarity is not simply stating what we’ll do today—it’s helping students know what success looks like and why it matters.” John Hattie
Explore the 5 Purpose Indicators
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P3 Performance Task Design
P4 Communication of Learning Target(s)
P5 Success Criteria
P2 Lesson Connections & Transferable Skills
P1 Learning Target(s) Connected to Standards
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P1 Learning Target(s) Connected to Standards
P3 Performance Task Design
P2 Lesson Connections & Transferable Skills
P4 Communication of Learning Target(s)
P5 Success Criteria
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P1 Learning Target(s) Connected to Standards
P3 Performance Task Design
P2 Lesson Connections & Transferable Skills
P4 Communication of Learning Target(s)
P5 Success Criteria
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P1 Learning Target(s) Connected to Standards
P3 Performance Task Design
P2 Lesson Connections & Transferable Skills
P4 Communication of Learning Target(s)
P5 Success Criteria
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
PCC1 Collaboration with Peers & Administrators
PCC3 Support of School, District, & State Initiatives
PCC2 Communication with Parents & Guardians
PCC4 Communication within the School Community
PCC5 Ethics & Advocacy
Next
Why Collaboration Matters - The Research
Did you know?
John Hattie’s research shows that when students clearly understand the purpose of learning—what they are learning, why it matters, and how they will know they’re successful—achievement rises significantly. Two of Hattie’s strongest influences directly align with the 5D+ Purpose dimension: • Learning Goals (d = 0.68) When teachers make learning goals explicit, students focus attention, direct effort, and connect new ideas to prior knowledge. This reflects the 5D+ emphasis on communicating what students are learning. • Teacher Clarity (d = 0.85) This is one of the highest-impact practices in all of Visible Learning. Teacher Clarity includes learning intentions, success criteria, and relevance—all core components of 5D+ Purpose. When teachers articulate both the what and why, students develop stronger expectations for success and greater ownership of learning. Together, these effect sizes demonstrate that clear purpose is not optional—it is one of the most powerful accelerators of student learning. When purpose is visible, learning becomes visible.
Next
You pause during a lesson and wonder if students truly understand the purpose. You decide to:
Trust that they’ll pick it up by the end.
Quickly restate the learning intention in student-friendly language.
Ask one student to explain the purpose in their own words.
Have students turn and talk to restate the purpose with a partner.
Next
If you are a Secondary Teacher:
Click HERE
If you are an Upper Elementary Teacher:
Click HERE
If you are a Lower Elementary Teacher:
Click HERE
Foundations of Teacher Clarity
Teachers describe how they plan units by starting with standards and building daily learning intentions. ⏱️ Watch 0:00–1:16 → Stop and click Reflect.
Click to Reflect
Reflection: Foundations of Teacher Clarity
How do clear learning intentions help students understand the goal of instruction?
Think about a recent lesson where your learning intention felt especially clear. What changed for students?
NEXT
Success Criteria as a Roadmap
Teachers show how clear success criteria guide students from starting a task to mastering it. ⏱️ Watch 1:16–2:20 → Stop and click Reflect.
Click to Reflect
Reflection: Success Criteria as a Roadmap
What helps students understand the steps they need to take to meet the learning intention?
When have success criteria helped your students stay focused or more confident?
NEXT
Intentions vs. Criteria
Teachers explain how learning intentions define goals and success criteria show proof of learning. ⏱️ Watch 2:20–3:41 → Stop and click Reflect.
Click to Reflect
Reflection: Intentions vs. Criteria
How does distinguishing between learning intentions and success criteria strengthen clarity?
What’s one way you help students understand the difference between “what” they are learning and “how” they will show it?
NEXT
Making Learning Visible
Teachers revisit learning intentions and success criteria throughout lessons using slides and rubrics. ⏱️ Watch 3:41–5:30 → Stop and click Reflect.
Click to Reflect
Reflection: Making Learning Visible
How do routines—like revisiting the slide, rubric, or notebook—help students internalize the purpose?
What routine could you try (or strengthen) to help students use intentions and criteria more independently?
NEXT
Evidence & Feedback
Teachers use exit tickets and feedback tied to success criteria so students can track progress. ⏱️ Watch 5:30–7:47 → Stop and click Reflect.
Click to Reflect
Reflection: Evidence & Feedback
How does tying exit tickets to success criteria improve student learning?
What’s one small change you could make to your exit tickets to align them more closely to success criteria?
NEXT
Impact of Clarity
Teachers reflect on how clear learning goals boost focus, ownership, and transparency. ⏱️ Watch 7:47–8:52 → Stop and click Reflect.
Click to Reflect
Reflection: Impact of Clarity
How does clarity support student independence and schoolwide equity?
Think about a time when clarity improved learning for every student—not just a few. What made the difference?
NEXT
Learning Intentions
Students identify what they are learning and restate the purpose in their own words. ⏱ Watch 0:00–0:30 → Stop and click Reflect.
Click to Reflect
Reflection: Making Learning Visible
Think about a recent lesson where you made the intention especially clear. What impact did you notice?
NEXT
Co-Constructing Success Criteria
The teacher invites students to help create success criteria by analyzing examples together. ⏱ Watch 0:30–1:10 → Stop and click Reflect.
Click to Reflect
Reflection: Shared Success Criteria
In this clip, students help define what strong writing looks like.
Think about a time students helped shape expectations. What changed in the classroom?
NEXT
Evaluating Sample Paragraphs
Students compare sample introductions, determine levels, and justify their reasoning. ⏱ Watch 1:10–2:45 → Stop and click Reflect.
Click to Reflect
Reflection: Learning from Student Samples
In this clip, students discuss what makes one piece of writing stronger than another.
When have students learned the most from analyzing examples? What made it effective?
NEXT
Identifying Strong Writing Features
Students identify key elements of an effective introduction: hook, opinion, detail, vocabulary, and complete sentences. ⏱ Watch 2:45–4:10 → Stop and click Reflect.
Click to Reflect
Reflection: Key Features of Strong Introductions
In this clip, students identify the features of strong introductory paragraphs.
Which introduction feature do your students use well—and which one might you emphasize next?
NEXT
Using Success Criteria
The teacher posts the student-generated criteria and students use it to guide writing and self-assess. ⏱ Watch 4:10–end → Stop and click Reflect.
Click to Reflect
Reflection: Success Criteria in Action
What do you think is the biggest advantage of having posted success criteria?
How might you make success criteria more visible and usable in daily instruction?
NEXT
Planning With Clarity
The teacher uses standards, the scope and sequence, and recent assessments to set a clear learning intention for students. ⏱ Watch 0:00–0:54 → Stop and click Reflect.
Click to Reflect
Reflection: Planning for Clarity
How does planning from standards and assessment data support stronger learning intentions?
How do you adapt learning intentions so they make sense to young children?
NEXT
Sharing the Learning Intention
The teacher explains what students are learning and why it matters, using language that is meaningful for young learners. ⏱ Watch 0:54–1:42 → Stop and click Reflect.
Click to Reflect
Reflection: Making the Purpose Meaningful
How does explaining why the learning matters help early learners stay engaged?
What’s one way you help students understand why today’s learning matters?
NEXT
Introducing Success Criteria
The teacher uses simple, verbal success criteria so students know how she’ll tell they “got it.” ⏱ Watch 1:42–2:34 → Stop and click Reflect.
Click to Reflect
Reflection: Early Success Criteria
How do simple, spoken success criteria help young children understand what success looks like?
How could you incorporate quick, oral success criteria into your routines?
NEXT
Describing Attributes and Vocabulary
Students use math language—like corners, sides, and counting—to deepen understanding of shapes. ⏱ Watch 2:34–3:26 → Stop and click Reflect.
Click to Reflect
Reflection: Talking Like Mathematicians
How does using specific vocabulary support students in mastering the learning intention?
How can you encourage your students to “talk like mathematicians”?
NEXT
Checking Understanding Throughout the Day
The teacher uses whiteboards, partner talk, centers, and quick signals to check learning all day long. ⏱ Watch 3:26–4:04 → Stop and click Reflect.
Click to Reflect
Reflection: Checking Understanding Often
How do frequent formative checks help you know whether the intention is being met?
Which of these could you use more intentionally this week?
NEXT
Applying Understanding With Clues
Students use shape clues to apply their understanding in new contexts and prove their thinking. ⏱ Watch 4:04–5:00 → Stop and click Reflect.
Click to Reflect
Reflection: Applying Learning in New Situations
How does using clues help students transfer what they’ve learned to new tasks?
How might you adapt a “clue routine” for literacy, science, or another area?
NEXT
Why Clarity Matters in Early Learning
Clear intentions and success criteria help young students understand what they’re doing, how to do it, and how to show their learning. ⏱ Watch 5:00–end → Stop and click Reflect.
Click to Reflect
Reflection: The Power of Clarity for Early Learners
Why is clarity especially important for young children who are still learning how school works?
Think of a moment when clarity improved learning for your youngest students. What made the difference?
NEXT
Takeaways: Making Learning Visible
✅ Learning becomes clearer when students understand what they’re working toward and how it connects to meaningful goals. ✅ Success criteria help students see what quality looks like, making expectations transparent and actionable. ✅ Revisiting intentions and criteria throughout the lesson deepens focus and ownership, especially when tied to active learning. ✅ Students gain confidence when they help analyze examples or co-create criteria, building shared understanding of strong work. ✅ Feedback and evidence tied to the criteria guide next steps for both teachers and students.
Which takeaway will you act on first?
Next
Challenge of the Month: Purpose in Practice
Choose one of the options to complete.
NEXT
Collaboration Document: Share What You Tried
Post a short reflection about your “Purpose Practice” challenge by mid-month. Respond to at least two colleagues by the end of the month.
Click here to collaborate
Click here after you collaborate
Ask & Share: Our Ongoing Question Board
Teaching is complex—no one does it alone. Use this space to ask for advice, describe a challenge, or offer ideas to support a colleague. No topic is off-limits—curriculum, communication, motivation, anything that’s on your mind. Click the ➕ to post or respond to others.
Because one teacher’s question can spark ten new ideas.
Click here to end the session
✅ Effective Practice Learning targets are clearly aligned to grade-level standards and written in student-friendly language. Students can restate the target in their own words and explain its connection to what they’re expected to learn. ⚠️ Common Pitfall Targets focus on the activity rather than the learning (“complete a worksheet,” “read a story”). Students may not understand what skill or concept they’re developing or why it matters. 💭 Reflection Question How can you make your learning target clear enough that every student could explain what they’re learning—and why?
✅ Effective PracticeSuccess criteria are clearly defined, directly aligned to the learning target, and used by students to self-assess and reflect on progress. Examples and non-examples clarify what meeting the goal looks like. ⚠️ Common Pitfall Success criteria are vague (“do your best”) or disconnected from the learning target. Students rely on teacher approval instead of criteria to judge their own success. 💭 Reflection Question How might you involve students in creating or revisiting success criteria so they take greater ownership of their learning?
✅ Effective PracticeLessons build logically from previous learning and connect to a broader purpose or skill that transfers beyond one unit. Students understand how today’s work fits into a bigger picture or goal. ⚠️ Common Pitfall Lessons feel isolated or disconnected, with students unable to see how today’s task links to prior or future learning. The “why” behind the lesson isn’t explicit. 💭 Reflection Question How do you help students connect today’s learning to what came before—and what comes next?
✅ Effective PracticeTeacher consistently communicates the learning target using visual and verbal strategies and revisits it throughout the lesson. Students can describe the goal, how it connects to standards, and how it will be measured. ⚠️ Common Pitfall The target is mentioned once at the start—or only appears on the board—but students don’t revisit or use it during learning. The target feels more like a formality than a guide. 💭 Reflection Question What strategies can help students internalize learning targets so they become tools for focus rather than just words on the board?
✅ Effective PracticePerformance tasks require students to think deeply, apply concepts, and demonstrate understanding through authentic work. Tasks reveal what students know, understand, and can do aligned to the learning target. ⚠️ Common Pitfall Tasks focus on recall or completion (e.g., fill-in-the-blank, matching) rather than applying or transferring knowledge. Tasks don’t clearly connect to the stated target. 💭 Reflection Question How might you redesign a task so that students’ work clearly shows evidence of their thinking and understanding?
December 2025 Mentoring
Kimberly Blumke
Created on October 13, 2025
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Transcript
Welcome to December! Great instruction begins with a clear destination. The 5D+ Purpose dimension helps us define, connect, and communicate that destination so students understand what, why, and how they are learning.
“Clarity is not simply stating what we’ll do today—it’s helping students know what success looks like and why it matters.” John Hattie
Explore the 5 Purpose Indicators
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P3 Performance Task Design
P4 Communication of Learning Target(s)
P5 Success Criteria
P2 Lesson Connections & Transferable Skills
P1 Learning Target(s) Connected to Standards
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P1 Learning Target(s) Connected to Standards
P3 Performance Task Design
P2 Lesson Connections & Transferable Skills
P4 Communication of Learning Target(s)
P5 Success Criteria
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P1 Learning Target(s) Connected to Standards
P3 Performance Task Design
P2 Lesson Connections & Transferable Skills
P4 Communication of Learning Target(s)
P5 Success Criteria
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
P1 Learning Target(s) Connected to Standards
P3 Performance Task Design
P2 Lesson Connections & Transferable Skills
P4 Communication of Learning Target(s)
P5 Success Criteria
Next
Explore Each Purpose Indicator — Click the Blue Square to Learn More
PCC1 Collaboration with Peers & Administrators
PCC3 Support of School, District, & State Initiatives
PCC2 Communication with Parents & Guardians
PCC4 Communication within the School Community
PCC5 Ethics & Advocacy
Next
Why Collaboration Matters - The Research
Did you know?
John Hattie’s research shows that when students clearly understand the purpose of learning—what they are learning, why it matters, and how they will know they’re successful—achievement rises significantly. Two of Hattie’s strongest influences directly align with the 5D+ Purpose dimension: • Learning Goals (d = 0.68) When teachers make learning goals explicit, students focus attention, direct effort, and connect new ideas to prior knowledge. This reflects the 5D+ emphasis on communicating what students are learning. • Teacher Clarity (d = 0.85) This is one of the highest-impact practices in all of Visible Learning. Teacher Clarity includes learning intentions, success criteria, and relevance—all core components of 5D+ Purpose. When teachers articulate both the what and why, students develop stronger expectations for success and greater ownership of learning. Together, these effect sizes demonstrate that clear purpose is not optional—it is one of the most powerful accelerators of student learning. When purpose is visible, learning becomes visible.
Next
You pause during a lesson and wonder if students truly understand the purpose. You decide to:
Trust that they’ll pick it up by the end.
Quickly restate the learning intention in student-friendly language.
Ask one student to explain the purpose in their own words.
Have students turn and talk to restate the purpose with a partner.
Next
If you are a Secondary Teacher:
Click HERE
If you are an Upper Elementary Teacher:
Click HERE
If you are a Lower Elementary Teacher:
Click HERE
Foundations of Teacher Clarity
Teachers describe how they plan units by starting with standards and building daily learning intentions. ⏱️ Watch 0:00–1:16 → Stop and click Reflect.
Click to Reflect
Reflection: Foundations of Teacher Clarity
How do clear learning intentions help students understand the goal of instruction?
Think about a recent lesson where your learning intention felt especially clear. What changed for students?
NEXT
Success Criteria as a Roadmap
Teachers show how clear success criteria guide students from starting a task to mastering it. ⏱️ Watch 1:16–2:20 → Stop and click Reflect.
Click to Reflect
Reflection: Success Criteria as a Roadmap
What helps students understand the steps they need to take to meet the learning intention?
When have success criteria helped your students stay focused or more confident?
NEXT
Intentions vs. Criteria
Teachers explain how learning intentions define goals and success criteria show proof of learning. ⏱️ Watch 2:20–3:41 → Stop and click Reflect.
Click to Reflect
Reflection: Intentions vs. Criteria
How does distinguishing between learning intentions and success criteria strengthen clarity?
What’s one way you help students understand the difference between “what” they are learning and “how” they will show it?
NEXT
Making Learning Visible
Teachers revisit learning intentions and success criteria throughout lessons using slides and rubrics. ⏱️ Watch 3:41–5:30 → Stop and click Reflect.
Click to Reflect
Reflection: Making Learning Visible
How do routines—like revisiting the slide, rubric, or notebook—help students internalize the purpose?
What routine could you try (or strengthen) to help students use intentions and criteria more independently?
NEXT
Evidence & Feedback
Teachers use exit tickets and feedback tied to success criteria so students can track progress. ⏱️ Watch 5:30–7:47 → Stop and click Reflect.
Click to Reflect
Reflection: Evidence & Feedback
How does tying exit tickets to success criteria improve student learning?
What’s one small change you could make to your exit tickets to align them more closely to success criteria?
NEXT
Impact of Clarity
Teachers reflect on how clear learning goals boost focus, ownership, and transparency. ⏱️ Watch 7:47–8:52 → Stop and click Reflect.
Click to Reflect
Reflection: Impact of Clarity
How does clarity support student independence and schoolwide equity?
Think about a time when clarity improved learning for every student—not just a few. What made the difference?
NEXT
Learning Intentions
Students identify what they are learning and restate the purpose in their own words. ⏱ Watch 0:00–0:30 → Stop and click Reflect.
Click to Reflect
Reflection: Making Learning Visible
Think about a recent lesson where you made the intention especially clear. What impact did you notice?
NEXT
Co-Constructing Success Criteria
The teacher invites students to help create success criteria by analyzing examples together. ⏱ Watch 0:30–1:10 → Stop and click Reflect.
Click to Reflect
Reflection: Shared Success Criteria
In this clip, students help define what strong writing looks like.
Think about a time students helped shape expectations. What changed in the classroom?
NEXT
Evaluating Sample Paragraphs
Students compare sample introductions, determine levels, and justify their reasoning. ⏱ Watch 1:10–2:45 → Stop and click Reflect.
Click to Reflect
Reflection: Learning from Student Samples
In this clip, students discuss what makes one piece of writing stronger than another.
When have students learned the most from analyzing examples? What made it effective?
NEXT
Identifying Strong Writing Features
Students identify key elements of an effective introduction: hook, opinion, detail, vocabulary, and complete sentences. ⏱ Watch 2:45–4:10 → Stop and click Reflect.
Click to Reflect
Reflection: Key Features of Strong Introductions
In this clip, students identify the features of strong introductory paragraphs.
Which introduction feature do your students use well—and which one might you emphasize next?
NEXT
Using Success Criteria
The teacher posts the student-generated criteria and students use it to guide writing and self-assess. ⏱ Watch 4:10–end → Stop and click Reflect.
Click to Reflect
Reflection: Success Criteria in Action
What do you think is the biggest advantage of having posted success criteria?
How might you make success criteria more visible and usable in daily instruction?
NEXT
Planning With Clarity
The teacher uses standards, the scope and sequence, and recent assessments to set a clear learning intention for students. ⏱ Watch 0:00–0:54 → Stop and click Reflect.
Click to Reflect
Reflection: Planning for Clarity
How does planning from standards and assessment data support stronger learning intentions?
How do you adapt learning intentions so they make sense to young children?
NEXT
Sharing the Learning Intention
The teacher explains what students are learning and why it matters, using language that is meaningful for young learners. ⏱ Watch 0:54–1:42 → Stop and click Reflect.
Click to Reflect
Reflection: Making the Purpose Meaningful
How does explaining why the learning matters help early learners stay engaged?
What’s one way you help students understand why today’s learning matters?
NEXT
Introducing Success Criteria
The teacher uses simple, verbal success criteria so students know how she’ll tell they “got it.” ⏱ Watch 1:42–2:34 → Stop and click Reflect.
Click to Reflect
Reflection: Early Success Criteria
How do simple, spoken success criteria help young children understand what success looks like?
How could you incorporate quick, oral success criteria into your routines?
NEXT
Describing Attributes and Vocabulary
Students use math language—like corners, sides, and counting—to deepen understanding of shapes. ⏱ Watch 2:34–3:26 → Stop and click Reflect.
Click to Reflect
Reflection: Talking Like Mathematicians
How does using specific vocabulary support students in mastering the learning intention?
How can you encourage your students to “talk like mathematicians”?
NEXT
Checking Understanding Throughout the Day
The teacher uses whiteboards, partner talk, centers, and quick signals to check learning all day long. ⏱ Watch 3:26–4:04 → Stop and click Reflect.
Click to Reflect
Reflection: Checking Understanding Often
How do frequent formative checks help you know whether the intention is being met?
Which of these could you use more intentionally this week?
NEXT
Applying Understanding With Clues
Students use shape clues to apply their understanding in new contexts and prove their thinking. ⏱ Watch 4:04–5:00 → Stop and click Reflect.
Click to Reflect
Reflection: Applying Learning in New Situations
How does using clues help students transfer what they’ve learned to new tasks?
How might you adapt a “clue routine” for literacy, science, or another area?
NEXT
Why Clarity Matters in Early Learning
Clear intentions and success criteria help young students understand what they’re doing, how to do it, and how to show their learning. ⏱ Watch 5:00–end → Stop and click Reflect.
Click to Reflect
Reflection: The Power of Clarity for Early Learners
Why is clarity especially important for young children who are still learning how school works?
Think of a moment when clarity improved learning for your youngest students. What made the difference?
NEXT
Takeaways: Making Learning Visible
✅ Learning becomes clearer when students understand what they’re working toward and how it connects to meaningful goals. ✅ Success criteria help students see what quality looks like, making expectations transparent and actionable. ✅ Revisiting intentions and criteria throughout the lesson deepens focus and ownership, especially when tied to active learning. ✅ Students gain confidence when they help analyze examples or co-create criteria, building shared understanding of strong work. ✅ Feedback and evidence tied to the criteria guide next steps for both teachers and students.
Which takeaway will you act on first?
Next
Challenge of the Month: Purpose in Practice
Choose one of the options to complete.
NEXT
Collaboration Document: Share What You Tried
Post a short reflection about your “Purpose Practice” challenge by mid-month. Respond to at least two colleagues by the end of the month.
Click here to collaborate
Click here after you collaborate
Ask & Share: Our Ongoing Question Board
Teaching is complex—no one does it alone. Use this space to ask for advice, describe a challenge, or offer ideas to support a colleague. No topic is off-limits—curriculum, communication, motivation, anything that’s on your mind. Click the ➕ to post or respond to others.
Because one teacher’s question can spark ten new ideas.
Click here to end the session
✅ Effective Practice Learning targets are clearly aligned to grade-level standards and written in student-friendly language. Students can restate the target in their own words and explain its connection to what they’re expected to learn. ⚠️ Common Pitfall Targets focus on the activity rather than the learning (“complete a worksheet,” “read a story”). Students may not understand what skill or concept they’re developing or why it matters. 💭 Reflection Question How can you make your learning target clear enough that every student could explain what they’re learning—and why?
✅ Effective PracticeSuccess criteria are clearly defined, directly aligned to the learning target, and used by students to self-assess and reflect on progress. Examples and non-examples clarify what meeting the goal looks like. ⚠️ Common Pitfall Success criteria are vague (“do your best”) or disconnected from the learning target. Students rely on teacher approval instead of criteria to judge their own success. 💭 Reflection Question How might you involve students in creating or revisiting success criteria so they take greater ownership of their learning?
✅ Effective PracticeLessons build logically from previous learning and connect to a broader purpose or skill that transfers beyond one unit. Students understand how today’s work fits into a bigger picture or goal. ⚠️ Common Pitfall Lessons feel isolated or disconnected, with students unable to see how today’s task links to prior or future learning. The “why” behind the lesson isn’t explicit. 💭 Reflection Question How do you help students connect today’s learning to what came before—and what comes next?
✅ Effective PracticeTeacher consistently communicates the learning target using visual and verbal strategies and revisits it throughout the lesson. Students can describe the goal, how it connects to standards, and how it will be measured. ⚠️ Common Pitfall The target is mentioned once at the start—or only appears on the board—but students don’t revisit or use it during learning. The target feels more like a formality than a guide. 💭 Reflection Question What strategies can help students internalize learning targets so they become tools for focus rather than just words on the board?
✅ Effective PracticePerformance tasks require students to think deeply, apply concepts, and demonstrate understanding through authentic work. Tasks reveal what students know, understand, and can do aligned to the learning target. ⚠️ Common Pitfall Tasks focus on recall or completion (e.g., fill-in-the-blank, matching) rather than applying or transferring knowledge. Tasks don’t clearly connect to the stated target. 💭 Reflection Question How might you redesign a task so that students’ work clearly shows evidence of their thinking and understanding?