Teaching Students to Drive Their Learning

2023-04-15
Teaching Students to Drive Their Learning

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  • Author: Douglas Fisher
  • Publisher: Corwin Press
  • ISBN: 1071918974
  • Category : Education
  • Languages : en
  • Pages : 166

High levels of engagement—it’s not an impossible dream. But to attain it we need to focus on what galvanizes learning, and ensure we are offering the tools and mindsets with which students can lean in. In this playbook, an ace team of educators give us the goods to guide self-starting learners. Nine modules show us how to: Cohere standards, success criteria, tasks, and goals so students can travel clear pathways Offer tools that allow learners to recognize the gap between their current performance and the expected performance, and select strategies to close that gap Talk with students about engagement as a continuum, and that there are actions they can take to heighten their buy-in to any endeavor Stress-test our lesson plans to ensure students can discuss, debate, create and problem-solve around highly relevant content Use lots of low-stakes assessment and feedback routines to develop effective collaboration that doesn’t depend on us. Our job as teachers is to guide learning experiences that build knowledge and self-efficacy. But from there, we need to stay on the sidelines and let students play. Only then will they develop the muscle to persevere, the strategic actions to excel, and the confidence to make our curriculum the springboard of their own dreams and goals.

Teaching Students to Drive Their Brains

2016-06-28
Teaching Students to Drive Their Brains

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  • Author: Donna Wilson
  • Publisher: ASCD
  • ISBN: 1416622144
  • Category : Education
  • Languages : en
  • Pages : 148

If the difference between a student's success and failure were something specific you could teach, wouldn't you? Metacognition is exactly that—a tool that helps students unlock their brain's amazing power and take control of their learning. Educational researchers and professional developers Donna Wilson and Marcus Conyers have been exploring and using the explicit teaching of metacognition for years, and in this book they share a practical way to teach preK-12 students how to drive their brains by promoting the following practices: * Adopt an optimistic outlook toward learning, * Set goals, * Focus their attention, * Monitor their progress, and * Engage in practices that enhance cognitive flexibility. Wilson and Conyers explain metacognition and how it equips students to meet today's rigorous education standards. They present a unique blend of useful metaphors, learning strategies, and instructional tips you can use to teach your students to be the boss of their brains. Sample lessons show these ideas in a variety of classroom settings, and sections on professional practice help you incorporate these tools (and share them with colleagues and parents) so that you are teaching for and with metacognition. Research suggests that metacognition is key to higher student achievement, but studies of classroom practice indicate that few students are taught to use metacognition and the supporting cognitive strategies that make learning easier. You can teach metacognition to your students, so why wouldn't you? This book shows you how.

Visible Learning for Literacy, Grades K-12

2016-03-22
Visible Learning for Literacy, Grades K-12

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  • Author: Douglas Fisher
  • Publisher: Corwin Press
  • ISBN: 1506344038
  • Category : Education
  • Languages : en
  • Pages : 143

"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

Great Teaching by Design

2020-11-05
Great Teaching by Design

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  • Author: John Hattie
  • Publisher: Corwin Press
  • ISBN: 1071818341
  • Category : Education
  • Languages : en
  • Pages : 87

Turn good intentions into better outcomes—by design! Why leave student success up to chance? By combining your intuition and experience with the latest research on high-impact learning practices, you can evolve your teaching from good to great and make a lasting difference for your students. Organized around the DIIE framework, Great Teaching by Design takes you step-by-step from intention to implementation to accelerate the impact your teaching has on student learning. Inside, you’ll find: A deep dive into the four stages of the DIIE model: Diagnosis and Discovery, Intervention, Implementation, and Evaluation A fresh look at the Visible Learning research, which identifies the most powerful strategies for teaching and learning Stories of best practices in action and examples from classrooms around the world Great teaching may come by chance, but it will come by design. Whether you’re new to teaching or looking to give your instruction a boost, take up the challenge and discover a new framework for teaching with true intentionality.

Teaching Literacy in the Visible Learning Classroom, Grades K-5

2017-01-20
Teaching Literacy in the Visible Learning Classroom, Grades K-5

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  • Author: Douglas Fisher
  • Publisher: Corwin Press
  • ISBN: 1506378528
  • Category : Education
  • Languages : en
  • Pages : 273

Teach with optimum impact to foster deeper expressions of literacy Whether through direct instruction, guided instruction, peer-led and independent learning—every student deserves a great teacher, not by chance, but by design. In this companion to Visible Learning for Literacy, Fisher, Frey, and Hattie show you how to use learning intentions, success criteria, formative assessment and feedback to achieve profound instructional clarity. Chapter by chapter, this acclaimed author team helps put a range of learning strategies into practice, depending upon whether your K–5 students are ready for surface, deep, or transfer levels of understanding.

Student-Driven Learning

2012
Student-Driven Learning

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  • Author: Jennifer Harper
  • Publisher: Pembroke Publishers Limited
  • ISBN: 1551382784
  • Category : Active learning
  • Languages : en
  • Pages : 129

Teachers know that their students love to explore and learn. But, how do we make this possible with thirty students, with different needs, learning styles, and backgrounds, all in one small room with one teacher in the class? Designed to help teachers reflect on their current teaching practice, "Student-Driven Learning" suggests small shifts, medium-sized ideas, and big changes that can be made to encourage student engagement through flexible, student-centered learning. Experiential earning that is student-driven fosters autonomy and shifts the focus from the knowledge and influence of the teacher to the experiences of the students. Student-Driven Learning helps teachers introduce opportunities for students to learn their own way, to take initiative, and to experience, wonder, and create.

The Distance Learning Playbook, Grades K-12

2020-07-07
The Distance Learning Playbook, Grades K-12

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  • Author: Douglas Fisher
  • Publisher: Corwin Press
  • ISBN: 1071831046
  • Category : Education
  • Languages : en
  • Pages : 209

Effective teaching is effective teaching, no matter where it occurs The pandemic teaching of mid-2020 was not really distance learning, but rather crisis teaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intent—using what works best to accelerate students’ learning all the while maintaining an indelible focus on equity. Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensive playbook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in an online, virtual, and distributed environment. This powerful guide includes: · Learning Intentions and Success Criteria for each module to track your own learning and model evidence-based teacher practices for meaningful learning · A diversity of instructional approaches, including direct instruction, peer learning, and independent work that foster student self-regulation and move learning to deep and transfer levels · Discussion of equity challenges associated with distance learning, along with examples of how teachers can work to ensure that equity gains that have been realized are not lost. · Special guidance for teachers of young children who are learning from a distance · Videos of the authors and teachers discussing a wide variety of distance learning topics · Space to write and reflect on current practices and plan future instruction The Distance Learning Playbook is the essential hands-on guide to preparing and delivering distance learning experiences that are truly effective and impactful.

Visible Learning for Science, Grades K-12

2018-02-15
Visible Learning for Science, Grades K-12

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  • Author: John Almarode
  • Publisher: Corwin Press
  • ISBN: 1506394191
  • Category : Education
  • Languages : en
  • Pages : 131

In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success? In Visible Learning for Science, the authors reveal that it’s not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie’s cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle: Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry. Deep learning: when students engage with data and evidence to uncover relationships between concepts—students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections. Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems. Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year’s worth of learning for a year spent in school.

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

2017-04-12
Teaching Literacy in the Visible Learning Classroom, Grades 6-12

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  • Author: Douglas Fisher
  • Publisher: Corwin Press
  • ISBN: 1506388353
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 179

It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy: Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to "see" the purpose of what they are learning—and their own progress. Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students. Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set. Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts. Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners. With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.

Collective Student Efficacy

2021-06-07
Collective Student Efficacy

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  • Author: John Hattie
  • Publisher: Corwin Press
  • ISBN: 1544383460
  • Category : Education
  • Languages : en
  • Pages : 189

Arm students with the confidence they need to pursue ambitious goals—together. Collective student efficacy— students’ beliefs that by working with other people, they will learn more—can be a powerful accelerator of student learning and a precursor to future employment success. Harnessing twenty-five years of VISIBLE LEARNING® research, Collective Student Efficacy: Developing Independent and Inter-Dependent Learners illuminates the power of collective efficacy and identifies the many ways teachers can activate collective efficacy with their students. More than cooperative and collaborative learning, collective efficacy requires the refinement of both individual and collective tasks that build on each other over time. This innovative book details how knowledge, skills, and dispositions entangle to create collective and individual beliefs, and leads educators to mobilize collective efficacy in the classroom. It includes: The vital components and evidence-based success criteria necessary for students′ collective efficacy The "I" and "We" skills that need to be developed to ensure students have the skills and confidence to contribute to group success The nature of learning design, lesson planning, and classroom structures that ensure opportunities for all students to engage in collective efficacy The necessity for constructive alignment between learning intentions, tasks, success criteria, and assessments "Learning from a Distance" actions to facilitate building skills in remote learning environments The time is now to prepare students to meet the demands of the future. Through collective student efficacy, students will learn to become actionable agents of learning and change.