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• Title:Visible learning for literacy, grades K-12 : implementing the practices that work best to accelerate student learning / Douglas Fisher, Nancy Frey, John Hattie.
  
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• Variant Title:Implementing the practices that work best to accelerate student learning
  
• Author/Creator:Fisher, Douglas, 1965- author.
  
• Other Contributors/Collections:Frey, Nancy, 1959- author.
  Hattie, John, author.
  
• Published/Created:Thousand Oaks, California : Corwin/A SAGE Company, [2016]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1576 .F447 2016
    
  • Number of Items:2
    
  • Status:Available
    

   
• Library of Congress Subjects:Language arts (Elementary)
  Language arts (Secondary)
  Literacy--Study and teaching (Elementary)
  Literacy--Study and teaching (Secondary)
  Visual learning.
  
• Description:xv, 190 pages ; 25 cm
  
• Series:Corwin literacy.
  
• Summary:The authors apply the idea of visible learning to literacy learning, to show teachers how understanding the impact of instructional efforts on student learning can help them choose strategies and instructional routines for specific teaching situations. They argue that students need to know what they are learning, why, what it means to be good at this learning, and what it means to have learned, and describe teaching approaches for fostering surface and deep learning, and transferring learning, as well as assessment.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781506332352 (pbk. ; alk. paper)
  1506332358 (pbk. ; alk. paper)
  
• Contents:Machine generated contents note: ch. 1 Laying the Groundwork for Visible Learning for Literacy
  Evidence Base
  Meta-Analyses
  Effect Sizes
  Noticing What Works
  Learning From What Works, Not Limited to Literacy
  Teacher Credibility
  Teacher
  Student Relationships
  Teacher Expectations
  General Literacy Learning Practices
  1. Challenge
  2. Self-Efficacy
  3. Learning Intentions With Success Criteria
  Conclusion
  ch. 2 Surface Literacy Learning
  Why Surface Literacy Learning Is Essential
  Acquisition and Consolidation
  Acquisition of Literacy Learning Made Visible
  Leveraging Prior Knowledge
  Phonics Instruction and Direct Instruction in Context
  Vocabulary Instruction
  Mnemonics
  Word Cards
  Modeling Word Solving
  Word and Concept Sorts
  Wide Reading
  Reading Comprehension Instruction in Context
  Summarizing
  Annotating Text
  Note-Taking
  Consolidation of Literacy Learning Made Visible
  Rehearsal and Memorization Through Spaced Practice
  Repeated Reading
  Receiving Feedback
  Collaborative Learning With Peers
  Conclusion
  ch. 3 Deep Literacy Learning
  Moving From Surface to Deep
  Deep Acquisition and Deep Consolidation
  Deep Acquisition of Literacy Learning Made Visible
  Concept Mapping
  Discussion and Questioning
  Close Reading
  Deep Consolidation of Literacy Learning Made Visible
  Metacognitive Strategies
  Reciprocal Teaching
  Feedback to the Learner
  Conclusion
  ch. 4 Teaching Literacy for Transfer
  Moving From Deep Learning to Transfer
  Types of Transfer: Near and Far
  Paths for Transfer: Low-Road Hugging and High-Road Bridging
  Setting the Conditions for Transfer of Learning
  Teaching Students to Organize Conceptual Knowledge
  Students Identify Analogies
  Peer Tutoring
  Reading Across Documents
  Problem-Solving Teaching
  Teaching Students to Transform Conceptual Knowledge
  Socratic Seminar
  Extended Writing
  Time to Investigate and Produce
  Conclusion
  ch. 5 Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work
  Determining Impact
  Preassessment
  Postassessment
  Responding When There Is Insufficient Impact
  Response to Intervention
  Screening
  Quality Core Instruction
  Progress Monitoring
  Supplemental and Intensive Interventions
  Learning From What Doesn't Work
  Grade-Level Retention
  Ability Grouping
  Matching Learning Styles With Instruction
  Test Prep
  Homework
  Conclusion.