It’s Hard to Practice What You Teach

In theory, I believe in practicing what you teach. That’s why I try not just to name tools or frameworks in professional development workshops; I use them, reflect on them, and share openly what went well and what didn’t.

But fully practicing what you teach is hard. Especially when you're learning something new. Want to experience this firsthand? Pick up a new hobby, sport, or skill, and try being a beginner again. It’s humbling.

Take, for example, when my sister-in-law signed me up for an endurance cycling event this year. I thought, No problem. I know how to ride a bike. I lived in Seattle for years—people bike everywhere there. But out on the road, panting up a hill and falling behind my husband, I was reacquainted with the reality of being a novice. When he cheerfully called back, “Don’t forget to take in the view!” I responded, “Don’t forget to never talk to me again.”

That frustration is the messy, uncomfortable side of learning I so often ask my students to embrace. Promoting a growth mindset is easy when I’m saying, Take risks, make mistakes, reflect, try again! But in the moment, when it’s me making the mistakes, it’s far more frustrating than inspiring.

When Clarity Breaks Down

In a recent workshop, we received a piece of feedback that really stuck with me: “The instructions weren’t clear.” Yep. I agreed.

Here’s one example of what we asked participants to do:

Round 1: Align Understanding

“Compare your understanding of instructional core terms with those from Research for Better Teaching (RBT), Universal Design for Learning (UDL), and Culturally Responsive Teaching and the Brain. How do the definitions align with or differ from yours? What surprised you?”

Round 2: Rank Elements

“As a table group, rank the 4 most critical elements for excellent teaching at your school. Use markers, arrows, or Post-its to group/connect related terms. Create a diagram that shows relationships between key terms and related elements.”

In our minds, this was a rich, intellectually engaging, collaborative task. It tapped into pedagogical frameworks, honored professional expertise, and invited meaning-making. But that wasn’t how everyone experienced it.

Some participants were unclear on what we meant by “instructional core” or didn’t understand how to move from individual reflection to group consensus. Several groups didn’t even get to the diagramming part because our directions hadn’t been broken down in a way that supported planning, sequencing, or task initiation, especially within time constraints.

This is where clarity intersects with Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT). Both frameworks emphasize making learning goals visible, removing barriers to access, and providing multiple pathways to engage with content. What felt “open-ended” or “inquiry-driven” to me may have felt ambiguous or inaccessible to others.

How to Increase Clarity: Five Concrete Moves

So can I improve? Below are five clarity moves I plan to use more deliberately.

1. Name the Goal, Then Break It Down

Start with the what and the why, then provide steps, pausing between each.

Example: Your goal is to compare your current understanding of core instructional terms with three pedagogical frameworks.

• 📖 Step 1: Read the definitions from each framework.

• ⭕️ Step 2: Circle or highlight terms that are familiar to you.

• 🗣️ Step 3: In pairs, discuss what aligns or surprises you. We’ll pause before moving on to the next part.

This sequencing supports working memory, reduces ambiguity, and helps learners know what to expect.

2. Use Visual Anchors and Examples

Whenever possible, show what the task might look like.

Example: Here’s an example of how one group clustered related terms and used arrows to show relationships. Yours may look different, but this gives you a starting point.

This supports UDL principles (multiple means of representation) and helps learners who benefit from visual models, language scaffolds, or concrete cues.

3. Repeat Back Instructions (with Check-ins)

Have learners restate or paraphrase instructions before starting. Turn to your table and confirm: What are the three steps we’re beginning with? What’s our time frame?

This reinforces understanding and activates metacognition, giving participants a chance to mentally rehearse the task.

4. Time, Tools, and Roles

Be explicit about how long the task should take, what materials are needed, and who’s doing what.

Example: You’ll have 10 minutes for this part. One person will take notes, one will move the cards, and one will keep time.

This supports organization and helps learners manage group dynamics more effectively.

5. Close the Loop with Reflection

Instead of rushing to the next slide or activity, allow space for reflection that reinforces learning.

Prompts:

• What did this activity surface for you about instructional priorities?

• What helped your group clarify your thinking?

• What was unclear, and how could we improve this activity next time?

These help consolidate learning and provide feedback for improving our own facilitation practices.

For my next round of workshops, I’m scripting instructions more intentionally and rehearsing transitions. I recently came across research showing that people with growth mindsets are better at error recognition. So, I’ll take this one as an opportunity to learn and improve. Hopefully, with a little more grace than I showed in the early days of bike riding.