Teach with optimum impact to foster deeper expressions of literacy Whether through direct instruction, guided instruction, peer-led and independent learning—every student deserves a great teacher, not by chance, but by design. In this companion to Visible Learning for Literacy, Fisher, Frey, and Hattie show you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity. Chapter by chapter, this acclaimed author team helps put a range of learning strategies into practice, depending upon whether your K–5 students are ready for surface, deep, or transfer levels of understanding.
The question always arises for teachers: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?
Stanovich, K. E. (1999). Who is rational? Studies of individual differences in read. Mahwah, NJ: Erlbaum. Stricht, T. G., & James, J. H. (1984). Listening and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), ...
In 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 ...
Hattie 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).
Journal 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.
In this companion to Visible Learning for Literacy, Fisher, Frey, and Hattie show you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity.
This 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.
... Burnley-Moran Elementary School Ms. Isabel Smith, Fourth Grade Teacher, Burnley-Moran Elementary School Mrs. Rachel Caldwell, Fourth Grade Teacher, Burnley-Moran Elementary School Mrs. Calder McLellan, Mathematics Specialist, ...
Carmen speaks Spanish at home; in school, she usually says one- or two-word phrases in English or combinations of English and Spanish phrases with English-speaking peers while speaking Spanish with Ms. Bullock and her Spanish-speaking ...
In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action ...