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It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students' debate, or even after class, when planning a lesson. The question arises: How do I influence students' learning'"what's going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy:
Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to 'see'? the purpose of what they are learning'and their own progress.
Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts.
Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set.
Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts.
Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners.
With Teaching Literacy in the Visible Learning Classroom, take your students 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.
Introduction Chapter 1: Mobilizing Visible Learning for Literacy Visible Learning for Literacy Components of Effective Literacy Learning Adolescent Literacy: Reading Adolescent Literacy: Reading Knowledge of How Students Learn Developmental View of Learning Meaningful Experiences and Social INteraction Surface, Deep, and Transfer of Learning What Students Need Scheduling Instructional Time Time Orgainzation Across a Week Spotlight on Three Teachers Conclusion Chapter 2: Teacher Clarity Understanding Expectations in Standards Learning Intentions in Literacy Student Ownership of Learning Intentions Connecting Learning INtentions to Prior Knowledge Make Learning Intentions Inviting and Engaging Social Learning Intentions Success Critieria in Literacy Success Criteria are Crucial for Motivation Conclusion Chapter 3: Direct Instruction Relevance Teacher Modeling Pair with Think-Alouds The "I and "Why" of Think Alouds Students Should Think Aloud, Too Checking for Understanding Use Questions to Probe Student Thinking Guided Instruction Formative Evaluation During Guided Instruction Independent Learning Fluency Building Application Spiral Review Extension Closure Conclusion Chapter 4: Teacher-Led Dialogic Instruction Effective Talk, Not Just Any Talk Foster Deep Learning and Transfer Listen Carefully Facilitate and Guide Discussion Teacher-Led Tools For Dialogic Instruction Anticipation Guides Pinwheel Discussions Opinion Stations Close and Critical Reading Scaffolded Reading with Small Groups Conclusion Chapter 5: Student-Led Dialogic Learning Student-led Dialogic Learning The Social and Behavioral Benefits of Peer Assisted Learning Fostering Collaborative Discussions Teach Students to Develop Their Own Questions Student-Led Tools for Dialogic Learning Fishbowl Gallery Walks Book Clubs Readers Theatre Reciprocal Teaching Peer Tutoring Conclusion Chapter 6: Independent Learning Reading Conferences Finding Flow Learning Words Independently Independently Working with Words Building Fluent Readers Independent Writing Power Writing Extended Writing Prompts Big Ideas about Independent Learning Does it Promote Metacognition Does it Promote Goal-setting? Does it Promote Self-regulation? Conclusion Chapter 7: Tools to Use in Determining Literacy Impact Do You Know Your Impact? Do You Know your Collective Impact? Assessing Background Knowledge Informal Reading Inventories Reading Fluency Metacomprhension Strategies Index (MSI) Assessing Attitudes Toward Reading Assessing Writing Assessing Writing Fluency Assessing Spelling Assessing Writing Holistically Literacy Design Collaborative Student Work Rubrics Why Assess? Know Your Impact Conclusion Compendium of Assessments Compendium 1. Cloze Passage Compendium 2. Sample close procedure answer key Compendium 3. Sample vocabulary matching assessment for literary devices Compendium 4. Metacomprehension Strategy Index student form Compendium 5. Metacomprehension Strategies index administration and scoring directions Compendium 6. Reader Sefl-Perception Scale 2 Student Response Sheet Compendium 7. Reader Self-Perception Scale 2 Administration and Scoring Directions Compendium 8. Class record of writing fluency Compendium 9. Developmental Spelling Analysis Screeining Inventory Compendium 10. Developmental Spelling Analysis Screening Inventory References Appendix
ISBN: 9781506332376 ISBN-10: 1506332374 Series: Corwin Literacy Audience:
Number Of Pages: 232 Published: 16th May 2017 Publisher: CORWIN PR INC Country of Publication: US Dimensions (cm): 23.3 x 18.7
Weight (kg): 0.48
Edition Number: 1
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.
Professor John Hattie is an award-winning education researcher and best-selling author with over 25 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of over 25 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, and Visible Learning for Mathematics, Grades K-12