Visible Learning for Literacy, Grades K-12: Implementing the Practices That

Description: Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE's Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at . 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

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