Visible Learning for Literacy, Grades K-12

Implementing the Practices That Work Best to Accelerate Student Learning

AvDouglas Fisher,Nancy Frey

Häftad, Engelska, 2016

Del i serien Corwin Literacy

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Beskrivning

“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.

“Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways,” say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

Produktinformation

Utgivningsdatum:2016-05-27
Mått:187 x 231 x 13 mm
Vikt:380 g
Format:Häftad
Språk:Engelska
Serie:Corwin Literacy
Antal sidor:216
Upplaga:1
Förlag:SAGE Publications
ISBN:9781506332352

Utforska kategorier

Pedagogisk metodik inom Psykologi och pedagogik

Mer om författaren

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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 10 Mindframes for Visible Learning.

Innehållsförteckning

List of VideosPrefaceAcknowledgmentsChapter 1. Laying the Groundwork for Visible Learning for LiteracyThe Evidence BaseMeta-AnalysesEffect SizesNoticing What WorksLearning From What Works, Not Limited to LiteracyTeacher CredibilityTeacher–Student RelationshipsTeacher ExpectationsGeneral Literacy Learning Practices1. Challenge2. Self-Efficacy3. Learning Intentions With Success CriteriaConclusionChapter 2. Surface Literacy LearningWhy Surface Literacy Learning Is EssentialAcquisition and ConsolidationAcquisition of Literacy Learning Made VisibleLeveraging Prior KnowledgePhonics Instruction and Direct Instruction in ContextVocabulary InstructionMnemonicsWord CardsModeling Word SolvingWord and Concept SortsWide ReadingReading Comprehension Instruction in ContextSummarizingAnnotating TextNote-TakingConsolidation of Literacy Learning Made VisibleRehearsal and Memorization Through Spaced PracticeRepeated ReadingReceiving FeedbackCollaborative Learning With PeersConclusionChapter 3. Deep Literacy LearningMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Literacy Learning Made VisibleConcept MappingDiscussion and QuestioningClose ReadingDeep Consolidation of Literacy Learning Made VisibleMetacognitive StrategiesReciprocal TeachingFeedback to the LearnerConclusionChapter 4. Teaching Literacy for TransferMoving From Deep Learning to TransferTypes of Transfer: Near and FarThe Paths for Transfer: Low-Road Hugging and High-Road BridgingSetting the Conditions for Transfer of LearningTeaching Students to Organize Conceptual KnowledgeStudents Identify AnalogiesPeer TutoringReading Across DocumentsProblem-Solving TeachingTeaching Students to Transform Conceptual KnowledgeSocratic SeminarExtended WritingTime to Investigate and ProduceConclusionChapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not WorkDetermining ImpactPreassessmentPostassessmentResponding When There Is Insufficient ImpactResponse to InterventionScreeningQuality Core InstructionProgress MonitoringSupplemental and Intensive InterventionsLearning From What Doesn’t WorkGrade-Level RetentionAbility GroupingMatching Learning Styles With InstructionTest PrepHomeworkConclusionAppendix: Effect SizesReferencesIndex