ISBN13 : 9781506332352
Author(s) : John Hattie, Douglas Fisher and Nancy Frey
Publisher : Corwin Press, 2016
SKU : 5396BK
Visible Learning for Literacy focuses on making literacy learning "visible" to students, teachers and others with an emphasis on purpose setting, surface learning and deep learning.
What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year's worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you'd keep it - and that's precisely why acclaimed educators Douglas Fisher, Nancy Fry, and John Hattie wrote Visible Learning for Literacy.
These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible.
With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie's research, and show you:
How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep
Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and more
Why the eight mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students' lives-and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one's impact on student's learning.
Through the use of detailed examples, Visible Learning for Literacy shows high impact strategies at work and shows teachers analysing the impact of their instruction and thinking through the next steps.
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and honorary Professor at the University of Auckland, New Zealand.
He is the author of Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning Into Action and Visible Learning for Literacy