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

by Douglas Fisher, Nancy Frey, John Hattie, Marisol Thayre

Overview

Teach with Optimum Impact

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 6–12 students are ready for surface, deep, or transfer levels of understanding.

Product Details

ISBN-13:	9781506332376
Publisher:	SAGE Publications
Publication date:	05/19/2017
Series:	Corwin Literacy
Edition description:	First Edition
Pages:	232
Product dimensions:	7.30(w) x 9.00(h) x 0.60(d)

About the Author

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, Ph D, 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.

Marisol Thayre, Ph D, 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

List of Videos ix

Acknowledgments xi

Introduction 1

Chapter 1 Mobilizing Visible Learning for Literacy 7

Visible Learning for Literacy 10

Components of Effective Literacy Learning 10

Adolescent Literacy: Reading 12

Adolescent Literacy: Writing 13

Knowledge of How Students Learn 13

Developmental View of Learning 13

Meaningful Experiences and Social Interaction 14

Surface, Deep, and Transfer of Learning 14

What Students Need 16

Scheduling Instructional Time 18

Spotlight on Three Teachers 20

Conclusion 23

Chapter 2 Teacher Clarity 25

Understanding Expectations in Standards 27

Learning Intentions in Literacy 29

Student Ownership of Learning Intentions 31

Connecting Learning Intentions to Prior Knowledge 32

Make Learning Intentions Inviting and Engaging 33

Social Learning Intentions 35

Success Criteria in Literacy 38

Success Criteria Are Crucial for Motivation 38

Conclusion 44

Chapter 3 Deliberate and Direct Teaching 45

Relevance 51

Teacher Modeling 53

Pair With Think-Alouds 53

The "I" and "Why" of Think-Alouds 54

Students Should Think Aloud, Too 57

Checking for Understanding 61

Use Questions to Probe Student Thinking 63

Guided Instruction 65

Formative Evaluation During Guided Instruction 66

Independent Learning 67

Fluency Building 67

Application 68

Spiral Review 68

Extension 68

Closure 69

Conclusion 70

Chapter 4 Teacher Led Dialogic Instruction 72

Effective Talk, Not Just Any Talk 74

Foster Deep Learning and Transfer 76

Listen Carefully 77

Facilitate and Guide Discussion 78

Teacher-Led Toots for Dialogic Instruction 79

Anticipation Guides 79

Pinwheel Discussions 82

Opinion Stations 83

Close and Critical Reading 86

Scaffolded Reading With Small Groups 91

Conclusion 96

Chapter 5 Student-Led Dialogic Learning 97

The Value of Student-to-Student Discussion 98

The Social and Behavioral Benefits of Peer-Assisted Learning 99

Fostering Collaborative Discussions 101

Teach Students to Develop Their Own Questions 104

Student-Led Tools for Dialogic Learning 106

Fishbowl 106

Gallery Walks 111

Book Clubs 115

Readers Theatre 116

Reciprocal Teaching 118

Peer Tutoring 121

Conclusion 123

Chapter 6 Independent Learning 125

Finding Flow 128

Independent Reading for Fluency and Knowledge Building 130

Independent Writing 135

Power Writing 135

Error Analysis 138

Extended Writing Prompts 139

Learning Words Independently 142

Independently Working With Words 145

Use Games to Foster Retention 148

Big Ideas About Independent Learning 148

Does It Promote Metacognition? 149

Does It Promote Goal Setting? 151

Does It Promote Self-Regulation? 152

Conclusion 153

Chapter 7 Tools to Use in Determining Literacy Impact 155

Do You Know Your Impact? 156

Do You Know Your Collective Impact? 158

Assessing Reading 160

Assessing Background Knowledge 160

Cloze Procedure 161

Vocabulary Matching Assessment 162

Assessing Reading Comprehension 163

Informal Reading Inventories 164

Reading Fluency 165

Metacomprehension Strategies Index (MSI) 167

Assessing Attitudes Toward Reading 168

Assessing Writing 169

Assessing Writing Fluency 170

Assessing Spelling 171

Assessing Writing Holistically 173

Literacy Design Collaborative Student Work Rubrics 174

Why Assess? Know Your Impact 175

Conclusion 175

Compendium of Assessments 177

Appendix Effect Sizes 197

References 202

Index 207