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Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Teacher's Guide - Book Cover Look Inside

Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Teacher's Guide

By: Douglas Fisher, Nancy Frey, John Allan Hattie, Karen T. Flories

Agency, self-regulation—for far too long we’ve chased these outcomes without a plan. With this Teacher’s Guide, you’ve got the plan. Designed for use with Developing Assessment-Capable Visible Learner Student Notebooks, it provides lessons and tools that help students be clear on what they want to learn, and how to make that happen for themselves.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506391090
  • Published By: Corwin
  • Year: 2018
  • Page Count: 232
  • Publication date: July 11, 2018

Price: $54.95

For Instructors

This book is not available as an inspection copy. For more information contact your local sales representative.


Imagine students who not only know where they are going in their learning but also are able to choose the right tools to arrive at their destination.

The Teacher’s Guide to Becoming a Visible Learner, Grades
6–12 walks you through the process of using the Learner’s Notebook (one for every student) to teach students how to do just that: become their own teachers, as they learn to identify for themselves the strategies they need to keep moving forward in their learning.

The Learner’s Notebook puts foundational metacognitive skills within reach of all your students, leading the way for them to understand what they’re learning, why they’re learning it, and the strategies they’ll be using along the way. The result? Students become more motivated and focused. 

Designed for fast and easy implementation, and structured to support an entire school year’s worth of learning, this ready resource offers you a clear framework for bringing Visible Learning success to every student in your classroom.



Douglas Fisher photo

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 photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
John Allan Hattie photo

John Allan Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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.
Karen T. Flories photo

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

Table of Contents


     What Is Visible Learning?

     Effect Size

     Influence Barometer

     The Student Notebook


     Teacher Clarity: Learning Intentions and Success Criteria

How to Use the Notebook

     Focus Lessons

     The 'Becoming an Assessment-Capable Visible Learner's' Student Notebook

     Lesson Linkage to 'Becoming an Assessment-Capable Visible Learner's' Book

Student Lessons

Additional Tools and Templates

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