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Corwin Literacy Ser.: Visible Learning for Literacy, Grades K-12 : Implementing
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ApproximatelyS$ 12.20
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A book in excellent condition. Cover is shiny and undamaged, and the dust jacket is included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear.
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eBay item number:235788453485
Item specifics
- Condition
- ISBN
- 9781506332352
About this product
Product Identifiers
Publisher
Corwin Press
ISBN-10
1506332358
ISBN-13
9781506332352
eBay Product ID (ePID)
219208872
Product Key Features
Number of Pages
216 Pages
Language
English
Publication Name
Visible Learning for Literacy, Grades K-12 : Implementing the Practices That Work Best to Accelerate Student Learning
Publication Year
2016
Subject
Learning Styles, Teaching Methods & Materials / Language Arts, Literacy
Type
Textbook
Subject Area
Language Arts & Disciplines, Education
Series
Corwin Literacy Ser.
Format
Trade Paperback
Dimensions
Item Height
0.5 in
Item Weight
16 Oz
Item Length
9.1 in
Item Width
7.4 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2015-048505
Dewey Edition
23
Dewey Decimal
372.6
Table Of Content
List of VideosPrefaceAcknowledgmentsChapter 1. Laying the Groundwork for Visible Learning for LiteracyThe Evidence Base Meta-Analyses Effect SizesNoticing What WorksLearning From What Works, Not Limited to Literacy Teacher Credibility Teacher-Student Relationships Teacher ExpectationsGeneral Literacy Learning Practices 1. Challenge 2. Self-Efficacy 3. Learning Intentions With Success CriteriaConclusionChapter 2. Surface Literacy LearningWhy Surface Literacy Learning Is EssentialAcquisition and ConsolidationAcquisition of Literacy Learning Made VisibleLeveraging Prior KnowledgePhonics Instruction and Direct Instruction in ContextVocabulary Instruction Mnemonics Word Cards Modeling Word Solving Word and Concept Sorts Wide ReadingReading Comprehension Instruction in Context Summarizing Annotating Text Note-TakingConsolidation of Literacy Learning Made VisibleRehearsal and Memorization Through Spaced Practice Repeated Reading Receiving FeedbackCollaborative Learning With PeersConclusionChapter 3. Deep Literacy LearningMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Literacy Learning Made Visible Concept Mapping Discussion and Questioning Close ReadingDeep Consolidation of Literacy Learning Made Visible Metacognitive Strategies Reciprocal Teaching Feedback to the LearnerConclusionChapter 4. Teaching Literacy for TransferMoving From Deep Learning to TransferTypes of Transfer: Near and FarThe Paths for Transfer: Low-Road Hugging and High-Road BridgingSetting the Conditions for Transfer of LearningTeaching Students to Organize Conceptual Knowledge Students Identify Analogies Peer Tutoring Reading Across Documents Problem-Solving TeachingTeaching Students to Transform Conceptual Knowledge Socratic Seminar Extended Writing Time to Investigate and ProduceConclusionChapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not WorkDetermining Impact Preassessment PostassessmentResponding When There Is Insufficient ImpactResponse to Intervention Screening Quality Core Instruction Progress Monitoring Supplemental and Intensive InterventionsLearning From What Doesn't Work Grade-Level Retention Ability Grouping Matching Learning Styles With Instruction Test Prep HomeworkConclusionAppendix: Effect SizesReferencesIndex
Synopsis
Acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote visible Learning for Literacy to show you the literacy practices that ensure students demonstrate more than a year's worth of learning for a year spent in school. Based on Hattie's head-turning synthesis of more than 15 years of research involving millions of students, these practices are "visible" for teachers and students to see: their purposes has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, Dough and Nancy apply Hattie's research and show you: How to use the right approach at the right time, so you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, Which routines are most effective during these specific phases of learning, including word sorts, concept mapping, close reading, annotating, feedback, collaborative learning, reciprocal teaching, and many more, Why the 10 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students' lives-and part of a faculty that understand that visible teaching is the result of a continual, daily assessment of one's impact on student learning. Longtime collaborates and recipients of numerous teaching and leadership awards, Douglas Fisher and Nancy Frey are Professor of Educational Leadership at San Diego State University as well as teacher leaders at Health Sciences High & Middle College. Doug and Nancy have written four previous books on close and critical reading for Corwin. Book jacket., "Every student deserves a great teacher, not by chance, but by design" - Douglas Fisher, Nancy Frey, & John Hattie 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. And that's precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie's head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie's research, and show you: How to use the right approach at the right time, so that you can 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. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students' lives-and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one's impact on student's learning., Ensure students demonstrate more than a year's worth of learning during a school year Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are "visible" because their purpose is clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning., Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his groundbreaking research to literacy practices., "Every student deserves a great teacher, not by chance, but by design" -- Douglas Fisher, Nancy Frey, & John Hattie 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. And that's precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie's head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie's research, and show you: How to use the right approach at the right time, so that you can 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. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students' lives--and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one's impact on student's learning. "Teachers, it's time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let's see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
LC Classification Number
LB1576.F338 2016
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