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Visible Learning for Literacy, Grades K
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Located in: Racine, Wisconsin, United States
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eBay item number:166540114758
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Item specifics
- Condition
- ISBN
- 9781506332352
- Subject Area
- Education, Language Arts & Disciplines
- Publication Name
- Visible Learning for Literacy, Grades K-12 : Implementing the Practices That Work Best to Accelerate Student Learning
- Item Length
- 9.1 in
- Publisher
- Corwin Press
- Subject
- Learning Styles, Teaching Methods & Materials / Language Arts, Literacy
- Series
- Corwin Literacy Ser.
- Publication Year
- 2016
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.5 in
- Item Width
- 7.4 in
- Item Weight
- 16 Oz
- Number of Pages
- 216 Pages
About this product
Product Information
Acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote visible Learning for Literacy to show you the literacy practices that ensure students demonstrate more than a year's worth of learning for a year spent in school. Based on Hattie's head-turning synthesis of more than 15 years of research involving millions of students, these practices are "visible" for teachers and students to see: their purposes 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, Dough and Nancy apply Hattie's research and show you: How to use the right approach at the right time, so you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, Which routines are most effective during these specific phases of learning, including word sorts, concept mapping, close reading, annotating, feedback, collaborative learning, reciprocal teaching, and many more, Why the 10 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 understand that visible teaching is the result of a continual, daily assessment of one's impact on student learning. Longtime collaborates and recipients of numerous teaching and leadership awards, Douglas Fisher and Nancy Frey are Professor of Educational Leadership at San Diego State University as well as teacher leaders at Health Sciences High & Middle College. Doug and Nancy have written four previous books on close and critical reading for Corwin. Book jacket.
Product Identifiers
Publisher
Corwin Press
ISBN-10
1506332358
ISBN-13
9781506332352
eBay Product ID (ePID)
219208872
Product Key Features
Publication Name
Visible Learning for Literacy, Grades K-12 : Implementing the Practices That Work Best to Accelerate Student Learning
Format
Trade Paperback
Language
English
Subject
Learning Styles, Teaching Methods & Materials / Language Arts, Literacy
Series
Corwin Literacy Ser.
Publication Year
2016
Type
Textbook
Subject Area
Education, Language Arts & Disciplines
Number of Pages
216 Pages
Dimensions
Item Length
9.1 in
Item Height
0.5 in
Item Width
7.4 in
Item Weight
16 Oz
Additional Product Features
LCCN
2015-048505
Intended Audience
Scholarly & Professional
Lc Classification Number
Lb1576.F338 2016
Table of Content
List of VideosPrefaceAcknowledgmentsChapter 1. Laying the Groundwork for Visible Learning for LiteracyThe Evidence Base Meta-Analyses Effect SizesNoticing What WorksLearning From What Works, Not Limited to Literacy Teacher Credibility Teacher-Student Relationships Teacher ExpectationsGeneral Literacy Learning Practices 1. Challenge 2. Self-Efficacy 3. Learning Intentions With Success CriteriaConclusionChapter 2. Surface Literacy LearningWhy Surface Literacy Learning Is EssentialAcquisition and ConsolidationAcquisition of Literacy Learning Made VisibleLeveraging Prior KnowledgePhonics Instruction and Direct Instruction in ContextVocabulary Instruction Mnemonics Word Cards Modeling Word Solving Word and Concept Sorts Wide ReadingReading Comprehension Instruction in Context Summarizing Annotating Text Note-TakingConsolidation of Literacy Learning Made VisibleRehearsal and Memorization Through Spaced Practice Repeated Reading Receiving FeedbackCollaborative Learning With PeersConclusionChapter 3. Deep Literacy LearningMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Literacy Learning Made Visible Concept Mapping Discussion and Questioning Close ReadingDeep Consolidation of Literacy Learning Made Visible Metacognitive Strategies Reciprocal Teaching Feedback to the LearnerConclusionChapter 4. Teaching Literacy for TransferMoving From Deep Learning to TransferTypes of Transfer: Near and FarThe Paths for Transfer: Low-Road Hugging and High-Road BridgingSetting the Conditions for Transfer of LearningTeaching Students to Organize Conceptual Knowledge Students Identify Analogies Peer Tutoring Reading Across Documents Problem-Solving TeachingTeaching Students to Transform Conceptual Knowledge Socratic Seminar Extended Writing Time to Investigate and ProduceConclusionChapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not WorkDetermining Impact Preassessment PostassessmentResponding When There Is Insufficient ImpactResponse to Intervention Screening Quality Core Instruction Progress Monitoring Supplemental and Intensive InterventionsLearning From What Doesn't Work Grade-Level Retention Ability Grouping Matching Learning Styles With Instruction Test Prep HomeworkConclusionAppendix: Effect SizesReferencesIndex
Copyright Date
2016
Dewey Decimal
372.6
Dewey Edition
23
Item description from the seller
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| Postage and handling | To | Service | Delivery*See Delivery notes |
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