Every student deserves a great teacher not by chance, but by design
What if someone slipped you a piece of paper listing the literacy practices that 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? We think you’d keep it.
In this institute, speakers Douglas Fisher, Nancy Frey, and John Hattie show how using the right 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 dive from surface to deep. The alignment of high-impact literacy practices, as defined by Hattie’s seminal work, with phases of learning, will get you working smarter not harder. Join John, Douglas, and Nancy as they address the Visible Learning research; its connections to surface, deep, and transfer learning as it relates to literacy strategies; and the tools for measuring the impact of visible learning for literacy.