Teaching Literacy in the Visible Learning Classroom, Grades 6-12

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, Fisher was an early intervention teacher and elementary school educator. 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 Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.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. Marisol Thayre, PhD, is a secondary English teacher, author, and instructional coach. She has worked with preservice and experienced teachers alike in creating purposeful, collaborative, and data-driven classrooms for various grade levels and content areas. In addition to her role as a teacher leader and mentor, Marisol has presented both nationally and internationally on topics including assessment, secondary literacy strategies, differentiation, and collaboration. Her current research endeavors are focused on the integration of social emotional learning into content-area instruction. Marisol currently teaches high school English and college composition in San Diego, California.

• IntroductionChapter 1. Mobilizing Visible Learning for LiteracyVisible Learning for LiteracyComponents of Effective Literacy LearningAdolescent Literacy: ReadingAdolescent Literacy: WritingKnowledge of How Students LearnDevelopmental View of LearningMeaningful Experiences and Social InteractionSurface, Deep, and Transfer of LearningWhat Students NeedScheduling Instructional TimeSpotlight on Three TeachersConclusionChapter 2. Teacher ClarityUnderstanding Expectations in StandardsLearning Intentions in LiteracyStudent Ownership of Learning IntentionsConnecting Learning Intentions to Prior KnowledgeMake Learning Intentions Inviting and EngagingSocial Learning IntentionsSuccess Criteria in LiteracySuccess Criteria Are Crucial for MotivationConclusionChapter 3. Deliberate and Direct TeachingRelevanceTeacher ModelingPair With Think-AloudsThe “I” and “Why” of Think-AloudsStudents Should Think Aloud, TooChecking for UnderstandingUse Questions to Probe Student ThinkingGuided InstructionFormative Evaluation During Guided InstructionIndependent LearningFluency BuildingApplicationSpiral ReviewExtensionClosureConclusionChapter 4. Teacher-Led Dialogic InstructionEffective Talk, Not Just Any TalkFoster Deep Learning and TransferListen CarefullyFacilitate and Guide DiscussionTeacher-Led Tools for Dialogic InstructionAnticipation GuidesPinwheel DiscussionsOpinion StationsClose and Critical ReadingScaffolded Reading With Small GroupsConclusionChapter 5. Student-Led Dialogic LearningThe Value of Student-to-Student DiscussionThe Social and Behavioral Benefits of Peer-Assisted LearningFostering Collaborative DiscussionsTeach Students to Develop Their Own QuestionsStudent-Led Tools for Dialogic LearningFishbowlGallery WalksBook ClubsReaders TheatreReciprocal TeachingPeer TutoringConclusionChapter 6. Independent LearningFinding FlowIndependent Reading for Fluency and Knowledge BuildingIndependent WritingPower WritingError AnalysisExtended Writing PromptsLearning Words IndependentlyIndependently Working With WordsUse Games to Foster RetentionBig Ideas About Independent LearningDoes It Promote Metacognition?Does It Promote Goal Setting?Does It Promote Self-Regulation?ConclusionChapter 7. Tools to Use in Determining Literacy ImpactDo You Know Your Impact?Do You Know Your Collective Impact?ASSESSING READINGAssessing Background KnowledgeCloze ProcedureVocabulary Matching AssessmentAssessing Reading ComprehensionInformal Reading InventoriesReading FluencyMetacomprehension Strategies Index (MSI)Assessing Attitudes Toward ReadingASSESSING WRITINGAssessing Writing FluencyAssessing SpellingAssessing Writing HolisticallyLiteracy Design Collaborative Student Work RubricsWhy Assess? Know Your ImpactConclusionCompendium of AssessmentsAppendix: Effect SizesReferencesIndex