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

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

First Edition
By: Douglas Fisher, Nancy Frey, John Hattie, Marisol Thayre

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High-impact strategies to use for all you teach—all in one place. Deliver sustained, comprehensive literacy experiences to 6-12 students each day.

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Product Details

Grade Level: 6-12
ISBN: 9781506332376
Published By: Corwin
Series: Corwin Literacy
Year: 2017
Page Count: 232
Publication date: April 12, 2017

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

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.

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.

Marisol Thayre

Marisol Thayre, PhD, is a secondary English teacher, author, and instructional coach. She has worked with preservice and experienced teachers alike in creating purposeful, collaborative, and data-driven classrooms for various grade levels and content areas. In addition to her role as a teacher leader and mentor, Marisol has presented both nationally and internationally on topics including assessment, secondary literacy strategies, differentiation, and collaboration. Her current research endeavors are focused on the integration of social emotional learning into content-area instruction. Marisol currently teaches high school English and college composition in San Diego, California.

Table of Contents

Introduction

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

Conclusion

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

Conclusion

Chapter 3. Deliberate and Direct Teaching

Relevance

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

Application

Spiral Review

Extension

Closure

Conclusion

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

Conclusion

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

Fishbowl

Gallery Walks

Book Clubs

Readers Theatre

Reciprocal Teaching

Peer Tutoring

Conclusion

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?

Conclusion

Chapter 7. Tools to Use in Determining Literacy Impact

Do You Know Your Impact?

Do You Know Your Collective Impact?

ASSESSING READING

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

Assessing Writing Fluency

Assessing Spelling

Assessing Writing Holistically

Literacy Design Collaborative Student Work Rubrics

Why Assess? Know Your Impact

Conclusion

Compendium of Assessments

Appendix: Effect Sizes

References

Index

Other Titles in: Literacy, K-12 | English/Language Arts (Middle/High School) | Visible Learning

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Access to companion resources is available with the purchase of this book.