Ensure students demonstrate more than a year’s worth of learning during a school year
Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are “visible” because their purpose is clear, they are implemented at the right moment in a student’s learning, and their effect is tangible.
Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning.
About the Author
Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa Mc Auliffe Award for Excellence in Teacher Education. Doug can be reached at email@example.com.
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.
Table of Contents
List of VideosPrefaceAcknowledgmentsChapter 1. Laying the Groundwork for Visible Learning for LiteracyThe Evidence Base Meta-Analyses Effect SizesNoticing What WorksLearning From What Works, Not Limited to Literacy Teacher Credibility Teacher–Student Relationships Teacher ExpectationsGeneral Literacy Learning Practices 1. Challenge 2. Self-Efficacy 3. Learning Intentions With Success CriteriaConclusionChapter 2. Surface Literacy LearningWhy Surface Literacy Learning Is EssentialAcquisition and ConsolidationAcquisition of Literacy Learning Made VisibleLeveraging Prior KnowledgePhonics Instruction and Direct Instruction in ContextVocabulary Instruction Mnemonics Word Cards Modeling Word Solving Word and Concept Sorts Wide ReadingReading Comprehension Instruction in Context Summarizing Annotating Text Note-TakingConsolidation of Literacy Learning Made VisibleRehearsal and Memorization Through Spaced Practice Repeated Reading Receiving FeedbackCollaborative Learning With PeersConclusionChapter 3. Deep Literacy LearningMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Literacy Learning Made Visible Concept Mapping Discussion and Questioning Close ReadingDeep Consolidation of Literacy Learning Made Visible Metacognitive Strategies Reciprocal Teaching Feedback to the LearnerConclusionChapter 4. Teaching Literacy for TransferMoving From Deep Learning to TransferTypes of Transfer: Near and FarThe Paths for Transfer: Low-Road Hugging and High-Road BridgingSetting the Conditions for Transfer of LearningTeaching Students to Organize Conceptual Knowledge Students Identify Analogies Peer Tutoring Reading Across Documents Problem-Solving TeachingTeaching Students to Transform Conceptual Knowledge Socratic Seminar Extended Writing Time to Investigate and ProduceConclusionChapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not WorkDetermining Impact Preassessment PostassessmentResponding When There Is Insufficient ImpactResponse to Intervention Screening Quality Core Instruction Progress Monitoring Supplemental and Intensive InterventionsLearning From What Doesn’t Work Grade-Level Retention Ability Grouping Matching Learning Styles With Instruction Test Prep HomeworkConclusionAppendix: Effect SizesReferencesIndex