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Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Learner's Notebook
By: Douglas Fisher, Nancy Frey, John Allan Hattie, Karen T. Flories
- Grade Level: PreK-12
- ISBN: 9781506387031
- Published By: Corwin
- Series: Corwin Literacy
- Year: 2018
- Page Count: 168
- Publication date: July 12, 2018
Price: $13.95
For Instructors
Description
The power of Visible Learning is simple yet transforming: Help your students understand how to learn, and they can become their own teachers.
These learner’s notebooks are the first of their kind to continue the journey of Visible Learning by helping students monitor their own progress. With an emphasis on developing and strengthening foundational metacognitive skills, the notebooks guide students to understand what they’re learning, why they’re learning it, and the strategies they need along the way.
Even young learners will become more focused as they use the notebook’s metaphor of a trip to prepare for and embark on their learning journey.
Structured to support an entire school year’s worth of learning, these notebooks help every student in your class achieve success by putting the power of Visible Learning at their fingertips.
Includes 10 Learner's Notebooks
Author(s)
Douglas Fisher
Douglas Fisher, Ph.D., 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 the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.
Nancy Frey
John Allan Hattie
Karen T. Flories
Karen Flories is currently a full-time professional learning consultant for Corwin. In her role, she works with teachers and leaders across the nation to understand the Visible Learning research and use it as a guide to inform decisions about what best impacts student learning. Karen also facilitates professional learning centered on teacher clarity, formative assessment, feedback and works hands on with teachers and leaders to drive learning at surface, deep and transfer levels. Most recently, Karen and her colleagues have developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+.
Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning. The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator’s Guide will support this work in schools and classrooms. Other publications include, Becoming an Assessment Visible Learner Teacher’s Guide 6-12, Becoming an Assessment Visible Learner Learner’s Notebook 6-12, Becoming an Assessment Visible Learner Teacher’s Guide 3-5, Becoming an Assessment Visible Learner Learner’s Notebook 3-5.
Prior to her role with Corwin, Karen was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies in VVSD for 2 years, after serving as the English Department Chair for Romeoville high school. Karen’s classroom experience includes high school English, special education, and alternative education. During her time at the district level, Karen led the implementation of Visible Learning specifically focusing on teacher clarity, classroom assessment and feedback. Karen’s presentation style is highly engaging and focuses on participants being able to understand and apply specific practices in their school or classroom based on solid evidence, instruction for secondary students, PLC facilitation, close reading, and text-dependent questions. She is a National Board-Certified Teacher and currently teaches 11th and 12th grade English at Health Sciences High and Middle College, an urban high school in San Diego, California.
Table of Contents
Lessons
Lesson 1: What is Learning?
Lesson 2: Becoming an Assessment-Capable Visible Learner
Lesson 3: Setting Mastery Goals
Lesson 4: Learning Intentions and Success Criteria: What? So What? Impact
Lesson 5: What Does Success Look Like?
Lesson 6: Using Success Criteria to Monitor Your Progress
Lesson 7: Taking on the Challenge of learning
Lesson 8: Selecting the Right Strategies in Your Learning
Lesson 9: Learning How to Learn
Lesson 10: Is it Time for Feedback?
Lesson 11: Asking the Right Questions to Get the Feedback You Need
Lesson 12: Seeing Errors as Opportunities to Learn
Lesson 13: Using Self Questioning to Guide Your learning
Lesson 14: Peer Teaching with Think Alouds
Lesson 15: Peer Teaching with Reciprocal Teaching
Tools and Templates
Conceptions of Learning Survey
Assessment-Capable Learner Self-Assessment
Student Goal Setting Template
Learning Intentions and Success Criteria Self-Assessment
Co-Constructing Success Criteria Template
Using Success Criteria to Monitor Your Progress
Learning Strategies Checklist
Study Skills Student Checklist
Is It Time For Feedback? Checklist
Reflecting on Errors as Opportunities to Learn Template
Feedback Cards - Asking the Right Questions to Get the Feedback You Need
Peer Teaching with Think Alouds Checklist
Peer Teaching with Reciprocal Teaching Sentence Starters