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Teaching Literacy in the Visible Learning Classroom, Grades 6-12

Teaching Literacy in the Visible Learning Classroom, Grades 6-12

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May 2017 | 232 pages | Corwin

It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? 

In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. 
With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy:

  • Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning—and their own progress. 
  • Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
  • Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. 
  • Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set.  
  • Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts. 
  • Independent Learning:  Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
  • Tools to Use to Determine Literacy Impact:  Know what your impact truly is with these research-based formative assessments for 6-12 learners. 

With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.

Chapter 1. Mobilizing Visible Learning for Literacy
Visible Learning for Literacy
Components of Effective Literacy Learning
Adolescent Literacy: Reading
Adolescent Literacy: Writing
Knowledge of How Students Learn
Developmental View of Learning  
Meaningful Experiences and Social Interaction  
Surface, Deep, and Transfer of Learning  
What Students Need
Scheduling Instructional Time  
Spotlight on Three Teachers
Chapter 2. Teacher Clarity
Understanding Expectations in Standards
Learning Intentions in Literacy
Student Ownership of Learning Intentions  
Connecting Learning Intentions to Prior Knowledge  
Make Learning Intentions Inviting and Engaging  
Social Learning Intentions  
Success Criteria in Literacy
Success Criteria Are Crucial for Motivation  
Chapter 3. Deliberate and Direct Teaching
Teacher Modeling
Pair With Think-Alouds  
The “I” and “Why” of Think-Alouds  
Students Should Think Aloud, Too
Checking for Understanding
Use Questions to Probe Student Thinking  
Guided Instruction
Formative Evaluation During Guided Instruction  
Independent Learning
Fluency Building  
Spiral Review  
Chapter 4. Teacher-Led Dialogic Instruction
Effective Talk, Not Just Any Talk
Foster Deep Learning and Transfer
Listen Carefully
Facilitate and Guide Discussion
Teacher-Led Tools for Dialogic Instruction
Anticipation Guides  
Pinwheel Discussions  
Opinion Stations  
Close and Critical Reading
Scaffolded Reading With Small Groups
Chapter 5. Student-Led Dialogic Learning
The Value of Student-to-Student Discussion
The Social and Behavioral Benefits of Peer-Assisted Learning
Fostering Collaborative Discussions
Teach Students to Develop Their Own Questions
Student-Led Tools for Dialogic Learning
Gallery Walks  
Book Clubs  
Readers Theatre  
Reciprocal Teaching  
Peer Tutoring  
Chapter 6. Independent Learning
Finding Flow
Independent Reading for Fluency and Knowledge Building
Independent Writing
Power Writing  
Error Analysis  
Extended Writing Prompts  
Learning Words Independently
Independently Working With Words
Use Games to Foster Retention  
Big Ideas About Independent Learning
Does It Promote Metacognition?  
Does It Promote Goal Setting?  
Does It Promote Self-Regulation?  
Chapter 7. Tools to Use in Determining Literacy Impact
Do You Know Your Impact?
Do You Know Your Collective Impact?
Assessing Background Knowledge
Cloze Procedure  
Vocabulary Matching Assessment  
Assessing Reading Comprehension
Informal Reading Inventories  
Reading Fluency  
Metacomprehension Strategies Index (MSI)  
Assessing Attitudes Toward Reading
Assessing Writing Fluency
Assessing Spelling
Assessing Writing Holistically
Literacy Design Collaborative Student Work Rubrics  
Why Assess? Know Your Impact
Compendium of Assessments
Appendix: Effect Sizes

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ISBN: 9781506332376

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