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

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

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Designed to be used with the Becoming a Visible Learner Teacher’s Guide, these notebooks continue the journey of Visible Learning by helping students monitor their own learning journey.

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Product Details

Grade Level: PreK-12
ISBN: 9781506387031
Published By: Corwin
Series: Corwin Literacy
Year: 2018
Page Count: 184
Publication date: July 12, 2018

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Description

Continue the Visible Learning Journey With Your Students

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 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 a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.

Nancy Frey

Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

John Hattie

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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

Karen Flories was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies for 2 years with Valley View School District in Illinois, after serving as the English Department Chair for Romeoville High School. Karen’s classroom experience includes high school English, special education, and alternative education. Karen holds credentials in general education, special education, and educational leadership. She earned her master’s degree in educational leadership from Concordia University. During her time at the district level, Karen led the implementation of Visible Learning+, specifically focusing on teacher clarity, classroom assessment, and feedback. Karen is the co-author of The PLC+ Activator’s Guide, PLC+: Better Decisions and Greater Impact by Design, and The PLC+ Playbook, Grades K-12. She is currently a full-time professional learning consultant for Corwin.

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

Other Titles in: Student Assessment | Literacy, K-12 | Visible Learning

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Review Copies

This book is not available as a review copy.

Related Resources

Chapter 1: Defining Assessment-Capable Visible Learners [Lessons and Strategies]