Visible learning for literacy, grades K-12 : implementing the practices that work best to accelerate student learning /
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Author / Creator: | Fisher, Douglas, 1965- author. |
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Imprint: | Thousand Oaks, California : Corwin/ A SAGE Company, 2016. |
Description: | 1 online resource. |
Language: | English |
Subject: | |
Format: | E-Resource Book |
URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/12646056 |
Table of Contents:
- List of Videos; Preface; Acknowledgments; Chapter 1. Laying the Groundwork for Visible Learning for Literacy; The Evidence Base; Meta-Analyses; Effect Sizes; Noticing What Works; Learning From What Works, Not Limited to Literacy; Teacher Credibility; Teacher-Student Relationships; Teacher Expectations; General Literacy Learning Practices; 1. Challenge; 2. Self-Efficacy; 3. Learning Intentions With Success Criteria; Conclusion; Chapter 2.
- Surface Literacy Learning; Why Surface Literacy Learning Is Essential; Acquisition and Consolidation; Acquisition of Literacy Learning Made Visible; Leveraging Prior Knowledge; Phonics Instruction and Direct Instruction in Context; Vocabulary Instruction; Mnemonics; Word Cards; Modeling Word Solving; Word and Concept Sorts; Wide Reading; Reading Comprehension Instruction in Context; Summarizing; Annotating Text; Note-Taking; Consolidation of Literacy Learning Made Visible; Rehearsal and Memorization Through Spaced Practice; Repeated Reading; Receiving Feedback; Collaborative Learning With Peers; Conclusion; Chapter 3.
- Deep Literacy Learning; Moving From Surface to Deep; Deep Acquisition and Deep Consolidation; Deep Acquisition of Literacy Learning Made Visible; Concept Mapping; Discussion and Questioning; Close Reading; Deep Consolidation of Literacy Learning Made Visible; Metacognitive Strategies; Reciprocal Teaching; Feedback to the Learner; Conclusion; Chapter 4.
- Teaching Literacy for Transfer; Moving From Deep Learning to Transfer; Types of Transfer: Near and Far; The Paths for Transfer: Low-Road Hugging and High-Road Bridging; Setting the Conditions for Transfer of Learning; Teaching Students to Organize Conceptual Knowledge; Students Identify Analogies; Peer Tutoring; Reading Across Documents; Problem-Solving Teaching; Teaching Students to Transform Conceptual Knowledge; Socratic Seminar; Extended Writing; Time to Investigate and Produce; Conclusion; Chapter 5.
- Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work; Determining Impact; Preassessment; Postassessment; Responding When There Is Insufficient Impact; Response to Intervention; Screening; Quality Core Instruction; Progress Monitoring; Supplemental and Intensive Interventions; Learning From What Doesn't Work; Grade-Level Retention; Ability Grouping; Matching Learning Styles With Instruction; Test Prep; Homework; Conclusion; Appendix: Effect Sizes; References; Index;