It could happen at 10:10 a.m. in the midst of interactive writing, at 2:30, when listening to readers, 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 for effective literacy instruction 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 deliver sustained, comprehensive experiences in phonics, guided reading, interactive writing, content-area discussions—in virtually all you teach:
- 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, and thinking by using questioning and other teacher-led discussion techniques to help learners to clarify thinking, disagree respectfully, and reach consensus.
- Student-Led Dialogic Learning: Foster cognitive growth with peer-mediated learning —reciprocal teaching, QAR, fish bowl, and more.
- 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 K-5 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.
Douglas Fisher is professor of language and literacy education in the Department of Teacher Education at San Diego State University and a classroom teacher at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer Award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe Award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books, such as Creating Literacy-rich Schools for Adolescents (with Gay Ivey), Checking for Understanding (with Nancy Frey), Better Learning Through Structured Teaching (with Nancy Frey) and Content-area Conversations (with Carol Rothenberg), Text Complexity (2/e) (with Nancy Frey) and Text-Dependent Questions, Grades 6-12 and Grades K-5 (with Nancy Frey, Heather Anderson, Marisol Thayre).
Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. She has co-authored several books on literacy such as Teaching Visual Literacy and Checking for Understanding (with Douglas Fisher), Text Complexity (2/e) (with Doug Fisher) and Text-Dependent Questions, Grades 6-12 and Grades K-5 (with Dou Fisher, Heather Anderson, Marisol Thayre).
She was a co-recipient (with Doug Fisher) of NCTE’s 2004 Kate and Paul Farmer award for outstanding writing for their article, “Using Graphic Novels, Anime, and The Internet In an Urban High School,” published in The English Journal. She teaches a variety of courses in elementary and secondary literacy in content area instruction and supporting students with diverse learning needs.
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. Learn more about his research at www.corwin.com/visiblelearning.