Why We Need Clarity in Teaching and Learning - Why a Shared Model Matters

Post 1 of 14 in the Developing Great Teaching and Learning series

To note: There is no single blueprint for great teaching and learning. Indeed there are many ways to develop great teaching and learning. But over time, this shared approach developed across the schools I’ve worked in, with incredible colleagues, has led to transformational student progress, particularly in high ELL contexts. These posts explore what that approach looks like in practice, and the research that underpins it.

In every school I’ve taught in, led, or collaborated with throughout my career, one truth has remained constant: clarity is the cornerstone of effective teaching. Without it, even the most passionate educators and well-intentioned strategies can fall flat.

Over the years, I’ve had the privilege of working alongside outstanding school leaders and teachers in a range of settings to explore, refine, and evolve our approach to teaching and learning. Each year, it has developed further, always driven by research, shaped by context, and strengthened by collaboration. None of it was built in isolation. It’s the product of many voices, and one shared belief:

Clarity = Confidence = Progress

Why Clarity Comes First

When learners are clear on:

• What they’re learning

• What success looks like

• And how they’ll get there

They are empowered to succeed. Clarity is especially transformative for multilingual learners or those who need additional support, because it reduces ambiguity and builds certainty.

Across the schools I’ve worked in, our shared model has developed towards a consistent and inclusive structure, one that supports all learners while adapting to different school contexts. While the terminology, pacing, and tools have varied slightly, the direction of travel has remained the same. That model includes:

1. A clear learning objective aligned to age-related expectations

2. Clear and concise success criteria - the steps that define what success looks like

3. A consistent lesson structure that supports gradual release toward independence

This framework is not rigid, but rather flexible within a clear structure. It creates a shared language for learning, one that supports coherence across classrooms while allowing teachers to remain responsive and creative.

Clarity Through Collective Leadership

What has made this work powerful is how it has grown: not from a single vision, but through genuine collaboration. In every setting, staff input has shaped how we phrase objectives, how we introduce success criteria, and how we link feedback back to the learning.

In my experience, sustainable models are built by teams, through dialogue, and with co-ownership. That’s how we foster trust, build momentum, and stay anchored in what works—regardless of setting or starting point.

What the Research Says

Clarity isn’t just a matter of preference, it’s a well-evidenced, high-impact approach grounded in global research.

Core Research:

• John Hattie – Teacher Clarity (Effect Size: 0.75): Learners make greater progress when they know what they’re learning and how to succeed.

• Barak Rosenshine – Principles of Instruction: Clarity, scaffolding, and explicit teaching create effective, inclusive classrooms.

• EEF – Cognitive Load & Planning Guidance: Reducing ambiguity supports all learners, especially those acquiring academic language.

Deeper Research for Further Exploration:

• Kirschner, Sweller & Clark (2006): Why Minimal Guidance During Instruction Does Not Work – Novice learners benefit most from clear, guided instruction.

• Sweller – Cognitive Load Theory: Clarity prevents overload in working memory, improving learning efficiency and retention.

• Sherrington & Lemov – WalkThrus / Teach Like a Champion: Shared routines and visible clarity improve consistency without compromising autonomy.

Looking Ahead

This post marks the start of a 14-part series sharing the ideas, strategies, and collaborative thinking that have shaped research-led teaching models I’ve contributed to across different international contexts. Each post will explore a key component of practice, blending evidence, experience, and collective voice.

We begin with clarity because without it nothing else holds. It is the thread that connects teachers and learners, the compass that guides our planning, and the condition that makes success possible.

Further Reading:

• A Set of School Learning and Teaching Priorities – WAGOLL Teaching Substack

• A Consistency of Teaching While Protecting Teacher Autonomy – Headteacher Update

Developing Great Teaching and Learning series:

1. Clarity Is the Catalyst – Why a Shared Model Matters (you are here)

2. Co-Creating the Framework – Why Shared Ownership Matters

3. Same Objective, Different Journeys – Why Every Learner Deserves the Goal

4. Why Success Criteria Are the Real Bridge to Learning

5. From Guided to Independent – Making Learning Stick Through Gradual Release

6. Low Stakes, High Impact – How Pre- and Post-Assessment Drive Progress

7. Three Bands, One Standard – How We Differentiate Without Limits

8. Stretch Without Separation – How Challenge for High-Attainers Can Be Inclusive

9. Talk That Transforms – Embedding Collaborative Learning with Purpose

10. Language Ladders – How We Support ELL Learners Without Lowering the Bar

11. Real-World, Real Worth – Making Learning Meaningful Through Context

12. No Ceiling, No Labels – Moving Learners Up When They’re Ready

13. Why Planning for Progress Beats Planning for Perfection

14. From Clarity to Culture – Embedding the Model Across a Whole School