/

Visible Learning for Literacy, Grades K-12 Implementing the Practices That Work Best to Accelerate Student Learning

Fisher, Douglas Frey, Nancy Hattie John
Heftet / 2016 / Engelsk

Produktdetaljer

ISBN
9781506332352
Publisert
2016-05-27
Utgiver
SAGE Publications Inc
Vekt
430 gr
Høyde
231 mm
Bredde
187 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
216

Forfatter
Fisher, Douglas
Frey, Nancy
Hattie John

Biografisk notat

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, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California.  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 The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching! Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled:A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance. 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.

Visible Learning for Literacy, Grades K-12 Implementing the Practices That Work Best to Accelerate Student Learning

Fisher, Douglas Frey, Nancy Hattie John
Heftet / 2016 / Engelsk
Fisher, Douglas Frey, Nancy Hattie John
Heftet / 2016 / Engelsk
Nettpris:
510,-
Laveste pris siste 30 dager: 510,-
Levering 7-20 dager
Klikk og hent

"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. 

 
Les mer
Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his groundbreaking research to literacy practices.<br />
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: Effect Sizes References Index
Les mer

Relaterte produkter

"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. 

 
Les mer
Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his groundbreaking research to literacy practices.<br />
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: Effect Sizes References Index
Les mer

Produktdetaljer

ISBN
9781506332352
Publisert
2016-05-27
Utgiver
SAGE Publications Inc
Vekt
430 gr
Høyde
231 mm
Bredde
187 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
216

Forfatter
Fisher, Douglas
Frey, Nancy
Hattie John

Biografisk notat

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, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California.  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 The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching! Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled:A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance. 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.

Relaterte produkter