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Teaching Literacy in the Visible Learning Classroom, Grades 6-12 Douglas Fisher

Teaching Literacy in the Visible Learning Classroom, Grades 6-12 By Douglas Fisher

Teaching Literacy in the Visible Learning Classroom, Grades 6-12 by Douglas Fisher

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Summary

This companion to Visible Learning for Literacy shows you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity.

Teaching Literacy in the Visible Learning Classroom, Grades 6-12 Summary

Teaching Literacy in the Visible Learning Classroom, Grades 6-12 by Douglas Fisher

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.

About Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. 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 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 Association's 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. 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 10 Mindframes for Visible Learning. Marisol Thayre, PhD, is a secondary English teacher, author, and instructional coach. She has worked with preservice and experienced teachers alike in creating purposeful, collaborative, and data-driven classrooms for various grade levels and content areas. In addition to her role as a teacher leader and mentor, Marisol has presented both nationally and internationally on topics including assessment, secondary literacy strategies, differentiation, and collaboration. Her current research endeavors are focused on the integration of social emotional learning into content-area instruction. Marisol currently teaches high school English and college composition in San Diego, California.

Table of Contents

Introduction Chapter 1. Mobilizing Visible Learning for Literacy Visible Learning for Literacy Components of Effective Literacy Learning Adolescent Literacy: Reading Adolescent Literacy: Writing 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 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 Criteria in Literacy Success Criteria Are Crucial for Motivation Conclusion Chapter 3. Deliberate and Direct Teaching 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 The Value of Student-to-Student Discussion 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 Finding Flow Independent Reading for Fluency and Knowledge Building Independent Writing Power Writing Error Analysis Extended Writing Prompts Learning Words Independently Independently Working With Words Use Games to Foster Retention 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 READING Assessing Background Knowledge Cloze Procedure Vocabulary Matching Assessment Assessing Reading Comprehension Informal Reading Inventories Reading Fluency Metacomprehension 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 Appendix: Effect Sizes References Index

Additional information

GOR013581269
9781506332376
1506332374
Teaching Literacy in the Visible Learning Classroom, Grades 6-12 by Douglas Fisher
Douglas Fisher
Corwin Literacy
Used - Like New
Paperback
SAGE Publications Inc
20170720
232
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
The book has been read, but looks new. The book cover has no visible wear, and the dust jacket is included if applicable. No missing or damaged pages, no tears, possible very minimal creasing, no underlining or highlighting of text, and no writing in the margins

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