Becoming an Assessment-Capable Visible Learner, Grades 3-5: Teacher′s Guide

1. Auflage 2018
ISBN: 978-1-5063-9108-3
Verlag: Sage Publications

Buch, Englisch, 248 Seiten, Format (B × H): 176 mm x 247 mm, Gewicht: 1052 g

Agency, self-regulation—for far too long we’ve chased these outcomes without a plan. With this Teacher’s Guide, you’ve got the plan. Designed for use with Developing Assessment-Capable Visible Learner Student Notebooks, it provides lessons and tools that help students be clear on what they want to learn, and how to make that happen for themselves.

Autoren/Hrsg.

Fisher, Douglas

Frey, Nancy

Hattie, John

Flories, Karen T

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

Part 1: Introduction
What is Visible Learning?
Effect Size
The Notebook
Overview
How to Use the Notebook
Part 2: Student Lessons
Lesson 1. Setting Learning Goals
Lesson 2. Becoming an Assessment-Capable Visible Learner
Lesson 3. Learning Intentions and Success Criteria - How They Support Your Learning
Lesson 4. What Does Success Look Like?
Lesson 5. Using Success Criteria to Keep Track of Your Progress
Lesson 6. Taking on the Learning Challenge - Part 1
Lesson 7. Taking on the Challenge of Learning - Part 2
Lesson 8. Learning How to Learn
Lesson 9. Is It Time For Feedback?
Lesson 10. Seeing Errors as Opportunities to Learn
Lesson 11. Self-Questioning to Guide Your Learning
Lesson 12. Peer Teaching with Think Alouds
Lesson 13. Teaching Your Classmates with Reciprocal Teaching
Part 3: Additional Tools and Templates
1. Student Learning Goal Template
2. Assessment-Capable Visible Learner Self-Assessment
3. Learning Intentions and Success Criteria Self-Assessment
4. Co-Constructing Success Criteria Template
5. Self-Assessing Your Progress Using Success Criteria Template
6. Taking on the Challenge of Learning
7. Taking on the Challenge of Learning - Part 2
8. Study Skills Checklist
9. Is It Time for Feedback? Checklist
10. Reflecting on Errors as Opportunities to Learn Template
11. Using Self-Questioning to Guide Your Learning Template
12. Checklist for Peer Teaching with Think Alouds
13. Student Sentence Starters for Reciprocal Teaching

Über Autor(innen)

Fisher, Douglas
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!

Frey, Nancy
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled:A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

Flories, Karen T
Karen Flories was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies for 2 years with Valley View School District in Illinois, after serving as the English Department Chair for Romeoville High School. Karen’s classroom experience includes high school English, special education, and alternative education. Karen holds credentials in general education, special education, and educational leadership. She earned her master’s degree in educational leadership from Concordia University. During her time at the district level, Karen led the implementation of Visible Learning+, specifically focusing on teacher clarity, classroom assessment, and feedback. Karen is the co-author of The PLC+ Activator’s Guide, PLC+: Better Decisions and Greater Impact by Design, and The PLC+ Playbook, Grades K-12. She is currently a full-time professional learning consultant for Corwin.

Hattie, John
John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.