Visible Learning for Literacy, Grades K-12
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Visible Learning for Literacy, Grades K-12 : Implementing the Practices That Work Best to Accelerate Student Learning

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Description

"Every student deserves a great teacher, not by chance, but by design" - Douglas Fisher, Nancy Frey, & John Hattie





What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year's worth of learning for a year spent in school? Would you keep the paper or throw it away?



We think you'd keep it. And that's precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie's head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning.



These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Yes, the "aha" moments made visible by design.



With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie's research, and show you:




How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep.
Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more.
Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students' lives-and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one's impact on student's learning.
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Product details

  • Paperback | 216 pages
  • 187 x 231 x 17.78mm | 430g
  • Corwin Press Inc
  • Thousand Oaks, United States
  • English
  • First Edition
  • 1506332358
  • 9781506332352
  • 7,391

Table of contents

List of Videos
Preface
Acknowledgments
Chapter 1. Laying the Groundwork for Visible Learning for Literacy
The Evidence Base
Meta-Analyses
Effect Sizes
Noticing What Works
Learning From What Works, Not Limited to Literacy
Teacher Credibility
Teacher-Student Relationships
Teacher Expectations
General Literacy Learning Practices
1. Challenge
2. Self-Efficacy
3. Learning Intentions With Success Criteria
Conclusion
Chapter 2. Surface Literacy Learning
Why Surface Literacy Learning Is Essential
Acquisition and Consolidation
Acquisition of Literacy Learning Made Visible
Leveraging Prior Knowledge
Phonics Instruction and Direct Instruction in Context
Vocabulary Instruction
Mnemonics
Word Cards
Modeling Word Solving
Word and Concept Sorts
Wide Reading
Reading Comprehension Instruction in Context
Summarizing
Annotating Text
Note-Taking
Consolidation of Literacy Learning Made Visible
Rehearsal and Memorization Through Spaced Practice
Repeated Reading
Receiving Feedback
Collaborative Learning With Peers
Conclusion
Chapter 3. Deep Literacy Learning
Moving From Surface to Deep
Deep Acquisition and Deep Consolidation
Deep Acquisition of Literacy Learning Made Visible
Concept Mapping
Discussion and Questioning
Close Reading
Deep Consolidation of Literacy Learning Made Visible
Metacognitive Strategies
Reciprocal Teaching
Feedback to the Learner
Conclusion
Chapter 4. Teaching Literacy for Transfer
Moving From Deep Learning to Transfer
Types of Transfer: Near and Far
The Paths for Transfer: Low-Road Hugging and High-Road Bridging
Setting the Conditions for Transfer of Learning
Teaching Students to Organize Conceptual Knowledge
Students Identify Analogies
Peer Tutoring
Reading Across Documents
Problem-Solving Teaching
Teaching Students to Transform Conceptual Knowledge
Socratic Seminar
Extended Writing
Time to Investigate and Produce
Conclusion
Chapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work
Determining Impact
Preassessment
Postassessment
Responding When There Is Insufficient Impact
Response to Intervention
Screening
Quality Core Instruction
Progress Monitoring
Supplemental and Intensive Interventions
Learning From What Doesn't Work
Grade-Level Retention
Ability Grouping
Matching Learning Styles With Instruction
Test Prep
Homework
Conclusion
Appendix: Effect Sizes
References
Index
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About Douglas B. Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego's urban schools. Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as Assessment-capable Visible Learners and Engagement by Design.

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading. Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning. Learn more about his research at www.corwin.com/visiblelearning.
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406 ratings
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