Teaching Literacy in the Visible Learning Classroom, Grades 6-12
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Teaching Literacy in the Visible Learning Classroom, Grades 6-12

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Description

In this sequel to their bestseller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help teachers to inspire students by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With Teaching Literacy in the Visible Learning Classroom, students will go from surface to deep to transfer learning. It's all about using the most effective practices - and knowing WHEN those practices are best leveraged to maximize student learning.show more

Product details

  • Paperback | 232 pages
  • 187 x 231 x 15.24mm | 476.27g
  • SAGE Publications Inc
  • Corwin Press Inc
  • Thousand Oaks, United States
  • English
  • 1506332374
  • 9781506332376
  • 12,271

About Douglas Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE's Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu. Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California. Dr. John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His research interests are based on applying measurement models to education problems. He is president of the International Test Commission, served as advisor to various Ministers, chaired the NZ performance based research fund, and in the last Queens Birthday awards was made "Order of Merit for New Zealand" for services to education. He is a cricket umpire and coach, enjoys being a Dad to his young men, besotted with his dogs, and moved with his wife as she attained a promotion to Melbourne. Learn more about his research at www.corwin.com/visiblelearning. Marisol Thayre is a teacher and author with experience teaching a large scope of students from various backgrounds, from the middle and high school to university levels. She earned her Bachelor of Arts degree in English at the University of California at Santa Barbara and holds Master of Arts degree in English and Composition from Cal Poly San Luis Obispo. Marisol shares her knowledge with other teachers across the country as a presenter on Gradual Release of Responsibility, differentiated instruction, assessment, close reading and text-dependent questions, text complexity, and collaborative grouping. Marisol currently teaches Upper Division English at Health Sciences High and Middle College, a charter school in San Diego.show more

Table of contents

IntroductionChapter 1. Mobilizing Visible Learning for LiteracyVisible Learning for LiteracyComponents of Effective Literacy LearningAdolescent Literacy: ReadingAdolescent Literacy: WritingKnowledge of How Students Learn Developmental View of Learning Meaningful Experiences and Social Interaction Surface, Deep, and Transfer of LearningWhat Students Need Scheduling Instructional TimeSpotlight on Three TeachersConclusionChapter 2. Teacher ClarityUnderstanding Expectations in StandardsLearning Intentions in Literacy Student Ownership of Learning Intentions Connecting Learning Intentions to Prior Knowledge Make Learning Intentions Inviting and Engaging Social Learning IntentionsSuccess Criteria in Literacy Success Criteria Are Crucial for MotivationConclusionChapter 3. Deliberate and Direct TeachingRelevanceTeacher Modeling Pair With Think-Alouds The "I" and "Why" of Think-AloudsStudents Should Think Aloud, TooChecking for Understanding Use Questions to Probe Student ThinkingGuided Instruction Formative Evaluation During Guided InstructionIndependent Learning Fluency Building Application Spiral Review ExtensionClosureConclusionChapter 4. Teacher-Led Dialogic InstructionEffective Talk, Not Just Any TalkFoster Deep Learning and TransferListen CarefullyFacilitate and Guide DiscussionTeacher-Led Tools for Dialogic Instruction Anticipation Guides Pinwheel Discussions Opinion StationsClose and Critical ReadingScaffolded Reading With Small GroupsConclusionChapter 5. Student-Led Dialogic LearningThe Value of Student-to-Student DiscussionThe Social and Behavioral Benefits of Peer-Assisted LearningFostering Collaborative DiscussionsTeach Students to Develop Their Own QuestionsStudent-Led Tools for Dialogic Learning Fishbowl Gallery Walks Book Clubs Readers Theatre Reciprocal Teaching Peer TutoringConclusionChapter 6. Independent LearningFinding FlowIndependent Reading for Fluency and Knowledge BuildingIndependent Writing Power Writing Error Analysis Extended Writing PromptsLearning Words IndependentlyIndependently Working With Words Use Games to Foster RetentionBig Ideas About Independent Learning Does It Promote Metacognition? Does It Promote Goal Setting? Does It Promote Self-Regulation?ConclusionChapter 7. Tools to Use in Determining Literacy ImpactDo You Know Your Impact?Do You Know Your Collective Impact?ASSESSING READINGAssessing Background Knowledge Cloze Procedure Vocabulary Matching AssessmentAssessing Reading Comprehension Informal Reading Inventories Reading Fluency Metacomprehension Strategies Index (MSI)Assessing Attitudes Toward ReadingASSESSING WRITINGAssessing Writing FluencyAssessing SpellingAssessing Writing Holistically Literacy Design Collaborative Student Work RubricsWhy Assess? Know Your ImpactConclusionCompendium of AssessmentsAppendix: Effect SizesReferencesIndexshow more