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

by Douglas Fisher, Nancy Frey, John Hattie and Marisol Thayre Corwin Press
Pub Date:
05/2017
ISBN:
9781506332376
Format:
Pbk 232 pages
Price:
AU$67.00 NZ$68.70
Product Status: In Stock Now
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Available as eBook
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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.


 

Introduction


Chapter 1: Mobilizing Visible Learning for Literacy


Visible Learning for Literacy


Components of Effective Literacy Learning


Adolescent Literacy: Reading


Adolescent Literacy: Reading


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  


 


 


 


Time Orgainzation  


 


 


 


Across a Week  


 


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 Critieria in Literacy


 


Success Criteria are Crucial for Motivation  


 


Conclusion


Chapter 3: Direct Instruction


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


Student-led Dialogic Learning


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


Reading Conferences


Finding Flow


Learning Words Independently


Independently Working with Words


Building Fluent Readers


Independent Writing


 


Power Writing  


 


 


 


Extended Writing Prompts  


 


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 Background Knowledge


 


Informal Reading Inventories  


 


 


 


Reading Fluency  


 


Metacomprhension 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


Compendium 1. Cloze Passage


Compendium 2. Sample close procedure answer key


Compendium 3. Sample vocabulary matching assessment for literary devices


Compendium 4. Metacomprehension Strategy Index student form


Compendium 5. Metacomprehension Strategies index administration and scoring directions


Compendium 6. Reader Sefl-Perception Scale 2 Student Response Sheet


Compendium 7. Reader Self-Perception Scale 2 Administration and Scoring Directions


Compendium 8. Class record of writing fluency


Compendium 9. Developmental Spelling Analysis Screeining Inventory


Compendium 10. Developmental Spelling Analysis Screening Inventory


References


Appendix


 

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 McAuliffe Award for Excellence in Teacher Education.


 


Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California.


 


Dr. John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His research interests are based on applying measurement models to education problems. He is president of the International Test Commission, served as advisor to various Ministers, chaired the NZ performance based research fund, and in the last Queens Birthday awards was made “Order of Merit for New Zealand” for services to education. He is a cricket umpire and coach, enjoys being a Dad to his young men, besotted with his dogs, and moved with his wife as she attained a promotion to Melbourne. Learn more about his research at color=blue>www.corwin.com/visiblelearning.


 


Marisol Thayre has a multifaceted range of teaching experience, from the middle and high school to university level. She earned her M.A. in English and Composition from Cal Poly San Luis Obispo, is BCLAD and Leading Edge certified, and has experience teaching a large scope of students from various backgrounds. Marisol is especially interested in how students use different types of media to develop their own expertise as writers. Recently, Marisol has begun to share her knowledge with other teachers across the country as a presenter on Gradual Release of Responsibility, differentiated instruction, close reading and collaborative grouping. Marisol currently teaches English at Health Sciences High and Middle College, a charter school in San Diego.