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

Visible Learning for Literacy, Grades K-12

Implementing the Practices That Work Best to Accelerate Student Learning

Paperback

Published: 12th April 2016
In Stock. Ships in 1-2 business days from Australia
RRP $66.00
$61.95

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.

About the Authors

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.

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.

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Pros

  • Informative
  • Well Written

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    This is a professional resource that is used at present in my job.

     
    5.0

    A great resource for programing - Teachers

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        What a fantastic resource for the Language Learning Areas. Visible Learning is easy to implement into your existing program or follow one of these to learn how to implement.

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        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
        References
        Index

        ISBN: 9781506332352
        ISBN-10: 1506332358
        Series: Corwin Literacy
        Audience: Professional
        Format: Paperback
        Language: English
        Number Of Pages: 216
        Published: 12th April 2016
        Publisher: SAGE Publications Inc
        Country of Publication: US
        Dimensions (cm): 23.3 x 18.8  x 1.3
        Weight (kg): 0.43
        Edition Number: 1