Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning
- ISBN-10
- 1506344038
- ISBN-13
- 9781506344034
- Category
- Education
- Pages
- 216
- Language
- English
- Published
- 2016-03-22
- Publisher
- Corwin Press
- Authors
- John Hattie, Douglas Fisher, Nancy Frey
Description
"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.
Get the book
Other editions
-
- 2016-03-29
- 216 pages
- Paperback
- Corwin Press
-
- 2016-04-12
- 200 pages
- Paperback
- Corwin Publishers
Similar books
-
Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning
By John Hattie, Douglas Fisher, Nancy FreyThis book guides teachers to the right instructional approach to use at each learning phase so all students demonstrate more than a year′s worth of science learning per school year.
-
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
By John HattieNo. effects Mean se CLE Variable 794 Teaching Willett,Yamashita & Anderson |983 |30 - 52 O. |7 — |2% Pl in science 795 Teaching ... Weinstein, & Walberg |984 |5 — 8 | 0.36 0.027 25% Homework on learning 812 Teaching Cooper |989 20 2, ...
-
Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning
By John Hattie, Douglas Fisher, Nancy FreyJournal for Research in Mathematics Education, 35(2), 81–116. Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, Grades 4–10. Portland, ME: Stenhouse.
-
Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding
By John Hattie, Douglas Fisher, Nancy FreyHattie and Yates (2014) described this as System 2 learning, in contrast to System 1, or surface, learning: System 1 is fast and responds with immediacy; System 2 entails using time to “stop, look, listen, and focus” (Stanovich, 1999).
-
Teaching Literacy in the Visible Learning Classroom, Grades 6-12
By John Hattie, Douglas Fisher, Nancy FreyIn turn, reading volume is correlated to reading achievement (Stanovich, 1986). Thus, teachers should provide students time to engage in wide, independent reading not only to build their background knowledge and vocabulary but also to ...
-
Visible Learning for Teachers: Maximizing Impact on Learning
By John HattieThis book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting ...
-
Teaching Literacy in the Visible Learning Classroom, Grades K-5
By John Hattie, Douglas Fisher, Nancy FreySchroth, M. L. (1992). The effects of delay of feedback on a delayed concept formation transfer task. Contemporary Educational Psychology 17(1), 78–82. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual ...
-
Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill
By John Hattie, Douglas Fisher, Nancy FreyLucas began by writing some notes to himself to address the first question. He considered what he already knew about these language areas and their locations (Broca's is in the frontal lobe, and Wernicke's is where the parietal and ...
-
Visible Learning: Feedback
By John Hattie, Shirley ClarkeVisible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential ...
-
Teaching Literacy in the Visible Learning Classroom, Grades 6-12 + Visible Learning for Literacy, Grades K-12
The question always arises for teachers: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?