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, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching!
Inhaltsangabe
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
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
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
