Every student deserves a great teacher not by chance, but by design
What if someone slipped you a piece of paper listing the literacy and mathematics teaching practices that could ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away?
In this institute, speakers Doug Fisher, Nancy Frey, and Linda Gojak show how using the right instructional approach at the right time can help you more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning and more expertly see when a student is ready to move from one phase into another. The alignment of high-impact literacy or mathematics teaching practices, as defined by Hattie’s seminal work, with phases of learning, will get you working smarter not harder. Join Doug, Nancy, and Linda as they address the Visible Learning research; its connections to literacy or mathematics teaching strategies at surface, deep, and transfer phases; and the tools for measuring the impact of your teaching in literacy or mathematics classrooms.