Teaching Literacy in the Visible Learning Classroom, Grades 6-12
First Edition
Douglas Fisher
- San Diego State University, USA
Nancy Frey
- San Diego State University, USA
John Hattie
- The University of Melbourne, Australia
Marisol Thayre
- Health Sciences High & Middle College (HSHMC)
Purchase
eBook
ISBN:
9781506388366
Available from
January 0001
Paperback
ISBN:
9781506332376
Available from
January 0001
Description
It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?
In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact.
With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy:
- Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning—and their own progress.
- Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
- Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts.
- Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set.
- Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts.
- Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
- Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners.
With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.
Contents
Introduction
Introduction
Chapter 1. Mobilizing Visible Learning for Literacy
Chapter 1. Mobilizing Visible Learning for Literacy
Visible Learning for Literacy
Visible Learning for Literacy
Components of Effective Literacy Learning
Components of Effective Literacy Learning
Adolescent Literacy: Reading
Adolescent Literacy: Reading
Adolescent Literacy: Writing
Adolescent Literacy: Writing
Knowledge of How Students Learn
- Developmental View of Learning
- Meaningful Experiences and Social Interaction
- Surface, Deep, and Transfer of Learning
What Students Need
- Scheduling Instructional Time
Spotlight on Three Teachers
Spotlight on Three Teachers
Conclusion
- Chapter 2. Teacher Clarity
Understanding Expectations in Standards
Understanding Expectations in Standards
Learning Intentions in Literacy
- Student Ownership of Learning Intentions
- Connecting Learning Intentions to Prior Knowledge
- Make Learning Intentions Inviting and Engaging
- Social Learning Intentions
Success Criteria in Literacy
- Success Criteria Are Crucial for Motivation
Conclusion
- Chapter 3. Deliberate and Direct Teaching
Relevance
Relevance
Teacher Modeling
- Pair With Think-Alouds
- The “I” and “Why” of Think-Alouds
Students Should Think Aloud, Too
Students Should Think Aloud, Too
Checking for Understanding
- Use Questions to Probe Student Thinking
Guided Instruction
- Formative Evaluation During Guided Instruction
Independent Learning
- Fluency Building
- Application
- Spiral Review
- Extension
Closure
Closure
Conclusion
- Chapter 4. Teacher-Led Dialogic Instruction
Effective Talk, Not Just Any Talk
Effective Talk, Not Just Any Talk
Foster Deep Learning and Transfer
Foster Deep Learning and Transfer
Listen Carefully
Listen Carefully
Facilitate and Guide Discussion
Facilitate and Guide Discussion
Teacher-Led Tools for Dialogic Instruction
- Anticipation Guides
- Pinwheel Discussions
- Opinion Stations
Close and Critical Reading
Close and Critical Reading
Scaffolded Reading With Small Groups
Scaffolded Reading With Small Groups
Conclusion
- Chapter 5. Student-Led Dialogic Learning
The Value of Student-to-Student Discussion
The Value of Student-to-Student Discussion
The Social and Behavioral Benefits of Peer-Assisted Learning
The Social and Behavioral Benefits of Peer-Assisted Learning
Fostering Collaborative Discussions
Fostering Collaborative Discussions
Teach Students to Develop Their Own Questions
Teach Students to Develop Their Own Questions
Student-Led Tools for Dialogic Learning
- Fishbowl
- Gallery Walks
- Book Clubs
- Readers Theatre
- Reciprocal Teaching
- Peer Tutoring
Conclusion
- Chapter 6. Independent Learning
Finding Flow
Finding Flow
Independent Reading for Fluency and Knowledge Building
Independent Reading for Fluency and Knowledge Building
Independent Writing
- Power Writing
- Error Analysis
- Extended Writing Prompts
Learning Words Independently
Learning Words Independently
Independently Working With Words
- Use Games to Foster Retention
Big Ideas About Independent Learning
- Does It Promote Metacognition?
- Does It Promote Goal Setting?
- Does It Promote Self-Regulation?
Conclusion
- Chapter 7. Tools to Use in Determining Literacy Impact
Do You Know Your Impact?
Do You Know Your Impact?
Do You Know Your Collective Impact?
Do You Know Your Collective Impact?
ASSESSING READING
ASSESSING READING
Assessing Background Knowledge
- Cloze Procedure
- Vocabulary Matching Assessment
Assessing Reading Comprehension
- Informal Reading Inventories
- Reading Fluency
- Metacomprehension Strategies Index (MSI)
Assessing Attitudes Toward Reading
Assessing Attitudes Toward Reading
ASSESSING WRITING
ASSESSING WRITING
Assessing Writing Fluency
Assessing Writing Fluency
Assessing Spelling
Assessing Spelling
Assessing Writing Holistically
- Literacy Design Collaborative Student Work Rubrics
Why Assess? Know Your Impact
Why Assess? Know Your Impact
Conclusion
- Compendium of Assessments
- Appendix: Effect Sizes
- References
- Index
Resources
Description
It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?
In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact.
With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy:
- Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning—and their own progress.
- Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
- Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts.
- Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set.
- Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts.
- Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
- Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners.
With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.
Contents
Introduction
Introduction
Chapter 1. Mobilizing Visible Learning for Literacy
Chapter 1. Mobilizing Visible Learning for Literacy
Visible Learning for Literacy
Visible Learning for Literacy
Components of Effective Literacy Learning
Components of Effective Literacy Learning
Adolescent Literacy: Reading
Adolescent Literacy: Reading
Adolescent Literacy: Writing
Adolescent Literacy: Writing
Knowledge of How Students Learn
- Developmental View of Learning
- Meaningful Experiences and Social Interaction
- Surface, Deep, and Transfer of Learning
What Students Need
- Scheduling Instructional Time
Spotlight on Three Teachers
Spotlight on Three Teachers
Conclusion
- Chapter 2. Teacher Clarity
Understanding Expectations in Standards
Understanding Expectations in Standards
Learning Intentions in Literacy
- Student Ownership of Learning Intentions
- Connecting Learning Intentions to Prior Knowledge
- Make Learning Intentions Inviting and Engaging
- Social Learning Intentions
Success Criteria in Literacy
- Success Criteria Are Crucial for Motivation
Conclusion
- Chapter 3. Deliberate and Direct Teaching
Relevance
Relevance
Teacher Modeling
- Pair With Think-Alouds
- The “I” and “Why” of Think-Alouds
Students Should Think Aloud, Too
Students Should Think Aloud, Too
Checking for Understanding
- Use Questions to Probe Student Thinking
Guided Instruction
- Formative Evaluation During Guided Instruction
Independent Learning
- Fluency Building
- Application
- Spiral Review
- Extension
Closure
Closure
Conclusion
- Chapter 4. Teacher-Led Dialogic Instruction
Effective Talk, Not Just Any Talk
Effective Talk, Not Just Any Talk
Foster Deep Learning and Transfer
Foster Deep Learning and Transfer
Listen Carefully
Listen Carefully
Facilitate and Guide Discussion
Facilitate and Guide Discussion
Teacher-Led Tools for Dialogic Instruction
- Anticipation Guides
- Pinwheel Discussions
- Opinion Stations
Close and Critical Reading
Close and Critical Reading
Scaffolded Reading With Small Groups
Scaffolded Reading With Small Groups
Conclusion
- Chapter 5. Student-Led Dialogic Learning
The Value of Student-to-Student Discussion
The Value of Student-to-Student Discussion
The Social and Behavioral Benefits of Peer-Assisted Learning
The Social and Behavioral Benefits of Peer-Assisted Learning
Fostering Collaborative Discussions
Fostering Collaborative Discussions
Teach Students to Develop Their Own Questions
Teach Students to Develop Their Own Questions
Student-Led Tools for Dialogic Learning
- Fishbowl
- Gallery Walks
- Book Clubs
- Readers Theatre
- Reciprocal Teaching
- Peer Tutoring
Conclusion
- Chapter 6. Independent Learning
Finding Flow
Finding Flow
Independent Reading for Fluency and Knowledge Building
Independent Reading for Fluency and Knowledge Building
Independent Writing
- Power Writing
- Error Analysis
- Extended Writing Prompts
Learning Words Independently
Learning Words Independently
Independently Working With Words
- Use Games to Foster Retention
Big Ideas About Independent Learning
- Does It Promote Metacognition?
- Does It Promote Goal Setting?
- Does It Promote Self-Regulation?
Conclusion
- Chapter 7. Tools to Use in Determining Literacy Impact
Do You Know Your Impact?
Do You Know Your Impact?
Do You Know Your Collective Impact?
Do You Know Your Collective Impact?
ASSESSING READING
ASSESSING READING
Assessing Background Knowledge
- Cloze Procedure
- Vocabulary Matching Assessment
Assessing Reading Comprehension
- Informal Reading Inventories
- Reading Fluency
- Metacomprehension Strategies Index (MSI)
Assessing Attitudes Toward Reading
Assessing Attitudes Toward Reading
ASSESSING WRITING
ASSESSING WRITING
Assessing Writing Fluency
Assessing Writing Fluency
Assessing Spelling
Assessing Spelling
Assessing Writing Holistically
- Literacy Design Collaborative Student Work Rubrics
Why Assess? Know Your Impact
Why Assess? Know Your Impact
Conclusion
- Compendium of Assessments
- Appendix: Effect Sizes
- References
- Index
Resources
Teaching Literacy in the Visible Learning Classroom, Grades 6-12
April 2017 | 232 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781506332376 | $40.95 |
| Lifetime | 01/01/2025 | 9781506388366 | $37.00 |
It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?
In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact.
With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy:
- Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning—and their own progress.
- Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
- Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts.
- Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set.
- Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts.
- Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
- Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners.
With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.
Table Of Contents:
- Introduction
- Chapter 1. Mobilizing Visible Learning for Literacy
- Visible Learning for Literacy
- Components of Effective Literacy Learning
- Adolescent Literacy: Reading
- Adolescent Literacy: Writing
- Knowledge of How Students Learn
- Developmental View of Learning
- Meaningful Experiences and Social Interaction
- Surface, Deep, and Transfer of Learning
- What Students Need
- Scheduling Instructional Time
- Spotlight on Three Teachers
- Conclusion
- Chapter 2. Teacher Clarity
- Understanding Expectations in Standards
- Learning Intentions in Literacy
- Student Ownership of Learning Intentions
- Connecting Learning Intentions to Prior Knowledge
- Make Learning Intentions Inviting and Engaging
- Social Learning Intentions
- Success Criteria in Literacy
- Success Criteria Are Crucial for Motivation
- Conclusion
- Chapter 3. Deliberate and Direct Teaching
- Relevance
- Teacher Modeling
- Pair With Think-Alouds
- The “I” and “Why” of Think-Alouds
- Students Should Think Aloud, Too
- Checking for Understanding
- Use Questions to Probe Student Thinking
- Guided Instruction
- Formative Evaluation During Guided Instruction
- Independent Learning
- Fluency Building
- Application
- Spiral Review
- Extension
- Closure
- Conclusion
- Chapter 4. Teacher-Led Dialogic Instruction
- Effective Talk, Not Just Any Talk
- Foster Deep Learning and Transfer
- Listen Carefully
- Facilitate and Guide Discussion
- Teacher-Led Tools for Dialogic Instruction
- Anticipation Guides
- Pinwheel Discussions
- Opinion Stations
- Close and Critical Reading
- Scaffolded Reading With Small Groups
- Conclusion
- Chapter 5. Student-Led Dialogic Learning
- The Value of Student-to-Student Discussion
- The Social and Behavioral Benefits of Peer-Assisted Learning
- Fostering Collaborative Discussions
- Teach Students to Develop Their Own Questions
- Student-Led Tools for Dialogic Learning
- Fishbowl
- Gallery Walks
- Book Clubs
- Readers Theatre
- Reciprocal Teaching
- Peer Tutoring
- Conclusion
- Chapter 6. Independent Learning
- Finding Flow
- Independent Reading for Fluency and Knowledge Building
- Independent Writing
- Power Writing
- Error Analysis
- Extended Writing Prompts
- Learning Words Independently
- Independently Working With Words
- Use Games to Foster Retention
- Big Ideas About Independent Learning
- Does It Promote Metacognition?
- Does It Promote Goal Setting?
- Does It Promote Self-Regulation?
- Conclusion
- Chapter 7. Tools to Use in Determining Literacy Impact
- Do You Know Your Impact?
- Do You Know Your Collective Impact?
- ASSESSING READING
- Assessing Background Knowledge
- Cloze Procedure
- Vocabulary Matching Assessment
- Assessing Reading Comprehension
- Informal Reading Inventories
- Reading Fluency
- Metacomprehension Strategies Index (MSI)
- Assessing Attitudes Toward Reading
- ASSESSING WRITING
- Assessing Writing Fluency
- Assessing Spelling
- Assessing Writing Holistically
- Literacy Design Collaborative Student Work Rubrics
- Why Assess? Know Your Impact
- Conclusion
- Compendium of Assessments
- Appendix: Effect Sizes
- References
- Index