This companion to Visible Learning for Literacy shows you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity.
This companion to Visible Learning for Literacy shows you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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