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Visible Learning for Literacy, Grades K-12: Implementing the Practices That Wor,
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Oggetto che si trova a: Multiple Locations, Stati Uniti
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Numero oggetto eBay:167617852010
Specifiche dell'oggetto
- Condizione
- Buone condizioni
- Note del venditore
- “Used book in good condition. Shows typical wear. Quick shipping. Satisfaction guaranteed!”
- Book Title
- Visible Learning for Literacy, Grades K-12: Implementing the Pra,
- Topic
- Administration
- Narrative Type
- Administration
- Genre
- N/A
- Intended Audience
- N/A
- ISBN
- 9781506332352
Informazioni su questo prodotto
Product Identifiers
Publisher
Corwin Press
ISBN-10
1506332358
ISBN-13
9781506332352
eBay Product ID (ePID)
219208872
Product Key Features
Number of Pages
216 Pages
Language
English
Publication Name
Visible Learning for Literacy, Grades K-12 : Implementing the Practices That Work Best to Accelerate Student Learning
Subject
General, Learning Styles, Teaching Methods & Materials / Language Arts, Literacy
Publication Year
2016
Type
Not Available
Subject Area
Reference, Language Arts & Disciplines, Education
Series
Corwin Literacy Ser.
Format
Book, Other
Dimensions
Item Height
0.5 in
Item Weight
16 Oz
Item Length
9.1 in
Item Width
7.4 in
Additional Product Features
LCCN
2015-048505
Dewey Edition
23
Dewey Decimal
372.6
Intended Audience
Scholarly & Professional
Table Of Content
List of VideosPrefaceAcknowledgmentsChapter 1. Laying the Groundwork for Visible Learning for LiteracyThe Evidence BaseMeta-AnalysesEffect SizesNoticing What WorksLearning From What Works, Not Limited to LiteracyTeacher CredibilityTeacher-Student RelationshipsTeacher ExpectationsGeneral Literacy Learning Practices1. Challenge2. Self-Efficacy3. 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 InstructionMnemonicsWord CardsModeling Word SolvingWord and Concept SortsWide ReadingReading Comprehension Instruction in ContextSummarizingAnnotating TextNote-TakingConsolidation of Literacy Learning Made VisibleRehearsal and Memorization Through Spaced PracticeRepeated ReadingReceiving FeedbackCollaborative Learning With PeersConclusionChapter 3. Deep Literacy LearningMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Literacy Learning Made VisibleConcept MappingDiscussion and QuestioningClose ReadingDeep Consolidation of Literacy Learning Made VisibleMetacognitive StrategiesReciprocal TeachingFeedback 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 KnowledgeStudents Identify AnalogiesPeer TutoringReading Across DocumentsProblem-Solving TeachingTeaching Students to Transform Conceptual KnowledgeSocratic SeminarExtended WritingTime to Investigate and ProduceConclusionChapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not WorkDetermining ImpactPreassessmentPostassessmentResponding When There Is Insufficient ImpactResponse to InterventionScreeningQuality Core InstructionProgress MonitoringSupplemental and Intensive InterventionsLearning From What Doesn't WorkGrade-Level RetentionAbility GroupingMatching Learning Styles With InstructionTest PrepHomeworkConclusionAppendix: Effect SizesReferencesIndex
Synopsis
"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., 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., Ensure students demonstrate more than a year's worth of learning during a school year Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are "visible" because their purpose is clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning., Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his groundbreaking research to literacy practices., "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. "Teachers, it's time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let's see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
LC Classification Number
LB1576.F338 2016
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