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Visible learning for literacy, grades K-12 : implementing the practices that work best to accelerate student learning /
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...
| Clasificación: | Libro Electrónico |
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| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, California :
Corwin/ A SAGE Company,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Fisher, Douglas, |d 1965- |e author. | |
| 245 | 1 | 0 | |a Visible learning for literacy, grades K-12 : |b implementing the practices that work best to accelerate student learning / |c Douglas B. Fisher, Nancy Frey, John Hattie. |
| 264 | 1 | |a Thousand Oaks, California : |b Corwin/ A SAGE Company, |c 2016. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a 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. | |
| 505 | 0 | |a 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. | |
| 505 | 0 | |a 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. | |
| 505 | 0 | |a 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. | |
| 505 | 0 | |a 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 | |
| 520 | |a 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. | ||
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| 650 | 0 | |a Language arts (Secondary) | |
| 650 | 0 | |a Literacy |x Study and teaching (Elementary) | |
| 650 | 0 | |a Literacy |x Study and teaching (Secondary) | |
| 650 | 0 | |a Visual learning. | |
| 650 | 6 | |a Arts du langage (Primaire) | |
| 650 | 6 | |a Arts du langage (Secondaire) | |
| 650 | 6 | |a Apprentissage visuel. | |
| 650 | 7 | |a Language arts (Elementary) |2 fast | |
| 650 | 7 | |a Language arts (Secondary) |2 fast | |
| 650 | 7 | |a Literacy |x Study and teaching (Elementary) |2 fast | |
| 650 | 7 | |a Literacy |x Study and teaching (Secondary) |2 fast | |
| 650 | 7 | |a Visual learning |2 fast | |
| 700 | 1 | |a Frey, Nancy, |d 1959- |e author. | |
| 700 | 1 | |a Hattie, John, |e author. | |
| 776 | 0 | 8 | |i Print version: |a Fisher, Douglas, 1965- |t Visible learning for literacy, grades K-12. |d Thousand Oaks, California : Corwin/ A SAGE Company, 2016 |z 9781506332352 |w (DLC) 2015048505 |w (OCoLC)933719494 |
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