“When students know how to learn, they are able to become their own teachers.”
—Nancy Frey, Douglas Fisher, and John Hattie
Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year.
This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.
About the Author
Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.
Professor John Hattie 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 1,500 meta-analyses comprising more than 90,000 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, most recently, 10 Mindframes for Visible Learning. Learn more about his research at www.corwin.com/visiblelearning.
Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego’s urban schools. Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as Assessment-capable Visible Learners and Engagement by Design.
Table of Contents
List of VideosAcknowledgmentsIntroduction. The Foundation: Visible Learning Characteristics of Visible Learners What Is Visible Learning? ConclusionChapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them What Does It Mean to Learn? What Fuels Learning? Characteristics of Assessment-Capable Visible Learners High-Yield Influences to Build Assessment-Capable Visible Learners ConclusionChapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Confidence in the Teacher Recognizing When You Don’t Know Something Metacognitive Awareness Assessing in Advance of Instruction Anchoring ConclusionChapter 3. Assessment-Capable Visible Learners... Understand Where They’re Going and Have the Confidence to Take on the Challenge Learning Intentions and Success Criteria Teacher Clarity Clear Explanations and Guided Instruction Attention in Learning Motivation in Learning Self-Efficacy and Self-Regulation ConclusionChapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning Learning How to Learn The Effects of Practice on Learning Teach Students How to Practice, Study, and Learn Problem Solving Create Opportunities to Apply Strategies ConclusionChapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn Feedback Fuels Learning A Model of Feedback Create Feedback Opportunities Soliciting Feedback Seeing Errors as Opportunities for Learning (and Celebrating Those Errors) ConclusionChapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning Reflective Self-Questioning Collaboration to Foster Self-Questioning Self-Questioning to Reflect on Goals Planning and Organizing to Adjust Learning ConclusionChapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others Formative Evaluations That Inform Students Interpreting Their Data Student-Led Assessments Skillful Use of Formative and Summative Evaluation Competency-Based Grading Peer Learning Teaching Each Other With Student Think-Alouds Teaching Each Other With Reciprocal Teaching ConclusionChapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners Assessment-Capable Schools Are Filled With Adaptive Learning Experts Assessment-Capable Schools Use Strategic and Flexible Grouping Mindframes of Assessment-Capable Schools ConclusionReferencesIndex