- Häftad (Paperback)
- Antal sidor
- Fisher, Douglas / Frey, Nancy / Clarke, Shirley
- 251 x 178 x 8 mm
- Antal komponenter
- 400 g
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Collective Student Efficacy
Developing Independent and Inter-Dependent Learnersav John Hattie351
Arm students with the confidence they need to pursue ambitious goals?together.
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Harnessing twenty-five years of VISIBLE LEARNING® research, Collective Student Efficacy: Developing Independent and Inter-Dependent Learners illuminates the power of collective efficacy and identifies the many ways teachers can activate collective efficacy with their students. More than cooperative and collaborative learning, collective efficacy requires the refinement of both individual and collective tasks that build on each other over time. This innovative book details how knowledge, skills, and dispositions entangle to create collective and individual beliefs, and leads educators to mobilize collective efficacy in the classroom. It includes:
· The vital components and evidence-based success criteria necessary for students? collective efficacy
· The ?I? and ?We? skills that need to be developed to ensure students have the skills and confidence to contribute to group success
· The nature of learning design, lesson planning, and classroom structures that ensure opportunities for all students to engage in collective efficacy
· The necessity for constructive alignment between learning intentions, tasks, success criteria, and assessments
· ?Learning from a Distance? actions to facilitate building skills in remote learning environments
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Fler böcker av John Hattie
John Hattie, Ph.D., 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 1,700 meta-analyses comprising more than 100,000 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.
Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works. Doug loves being an educator and hopes to share that passion with others.Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
SHIRLEY CLARKE (M.ED., HON.DOC) is a world expert in formative assessment, specializing in the practical application of its principles. Many thousands of teachers have worked with Shirley or read her books and, through them, the practice of formative assessment is continually evolving, developing and helping to transform students achievements.
Shirleys latest publications are Visible Learning Feedback with John Hattie and Thinking Classrooms with Katherine Muncaster Her website www.shirleyclarke-education.org contains a videostreaming plat...
Introduction: Why Collective Efficacy? Chapter 1: The Value of the Collective Chapter 2: Why Focus on Collective Student Efficacy? Chapter 3: Developing the "I" Skills Chapter 4: Developing the "We" Skills Chapter 5: The Learning Design of the Lesson Chapter 6: Learning Intentions and Success Criteria for Collective Student Efficacy Chapter 7: Learning in Pairs or Groups Chapter 8: Assessment of Collective Student Efficacy Chapter 9: The Possibility of Collective Student Efficacy