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Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

 

Bestseller!

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

First Edition
By: Douglas Fisher, Nancy Frey, John Hattie, Marisol Thayre

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High-impact strategies to use for all you teach—all in one place. Deliver sustained, comprehensive literacy experiences to 6-12 students each day.

Full description


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506332376
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2017
  • Page Count: 232
  • Publication date: April 12, 2017

Price: $39.95

Price: $39.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

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.

Author(s)

Author(s)

Douglas Fisher photo

Douglas Fisher

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.


Nancy Frey photo

Nancy Frey

Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

John Hattie photo

John Hattie

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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 10 Mindframes for Visible Learning.
Marisol Thayre photo

Marisol Thayre

Marisol Thayre, PhD, is a secondary English teacher, author, and instructional coach. She has worked with preservice and experienced teachers alike in creating purposeful, collaborative, and data-driven classrooms for various grade levels and content areas. In addition to her role as a teacher leader and mentor, Marisol has presented both nationally and internationally on topics including assessment, secondary literacy strategies, differentiation, and collaboration. Her current research endeavors are focused on the integration of social emotional learning into content-area instruction. Marisol currently teaches high school English and college composition in San Diego, California.
Table of Contents

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

Price: $39.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Related Resources

  • Access to companion resources is available with the purchase of this book.