"Every student deserves a great teacher, not by chance, but by
design" - Douglas Fisher, Nancy Frey, & John Hattie 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 Frey, and John Hattie
wrote Visible Learning for Literacy. They know teachers will want
to apply Hattie's head-turning synthesis of more than 15 years of
research involving millions of students, which he used to identify
the instructional routines that have the biggest impact on student
learning. 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. Yes, the "aha" moments made visible by design.
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 many more. Why the 8 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.
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