Developing Assessment-Capable Visible Learners, Grades K-12

Maximizing Skill, Will, and Thrill
Author: Nancy Frey,John Hattie,Douglas Fisher
Publisher: Corwin Press
ISBN: 1506390617
Category: Education
Page: 184
View: 6876
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“When students know how to learn, they are able to become their own teachers.” —Nancy Frey, Douglas Fisher, and John Hattie Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year. This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.

Lernen sichtbar machen für Lehrpersonen

Überarbeitete deutschsprachige Ausgabe von "Visible Learning for Teachers"
Author: John Hattie
Publisher: N.A
ISBN: 9783834013002
Category:
Page: 296
View: 5316
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Lernen sichtbar machen


Author: John Hattie
Publisher: N.A
ISBN: 9783834011909
Category: Effective teaching
Page: 420
View: 7731
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Visible Learning: Feedback


Author: John Hattie,Shirley Clarke
Publisher: Routledge
ISBN: 0429938861
Category: Education
Page: 188
View: 8035
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Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.

Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Teacher's Guide


Author: Douglas Fisher,Nancy Frey,John Hattie,Karen T. Flories
Publisher: Corwin
ISBN: 9781506391090
Category: Education
Page: 232
View: 1640
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Agency, self-regulation, motivation, for far too long we’ve chased these outcomes without a plan. But now this: a Teacher’s Guide for the most important curriculum of all—teaching learners how to learn. Douglas Fisher and Nancy Frey deliver, with coauthors John Hattie and Karen Flories, the lessons and tools you need to teach students to thrive using the tenets of Visible Learning. With 15 focus lessons, you help students to build the skills to become assessment capable: setting learning goals, measuring against success criteria, soliciting feedback, and more. These lessons along with many practical templates correlate with the companion Learner’s Notebook.

Visible Learning for Literacy, Grades K-12

Implementing the Practices That Work Best to Accelerate Student Learning
Author: Douglas Fisher,Nancy Frey,John Hattie
Publisher: Corwin Press
ISBN: 1506344038
Category: Education
Page: 216
View: 7601
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Ensure students demonstrate more than a year’s worth of learning during a school year Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are “visible” because their purpose is clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning.

Visible Learning for Science, Grades K-12

What Works Best to Optimize Student Learning
Author: John Almarode,Douglas Fisher,Nancy Frey,John Hattie
Publisher: Corwin Press
ISBN: 1506394191
Category: Education
Page: 216
View: 4525
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Inquiry, laboratory, project-based learning, discovery learning—which science instructional approach is most effective? 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 John Hattie’s cornerstone educational research, this book empowers you to plan, develop, and implement high-impact instruction at each phase so all students demonstrate more than a year’s worth of learning for every year in school.

Visible Learning for Mathematics, Grades K-12

What Works Best to Optimize Student Learning
Author: John Hattie,Douglas Fisher,Nancy Frey,Linda M. Gojak,Sara Delano Moore,William Mellman
Publisher: Corwin Press
ISBN: 1506362958
Category: Education
Page: 304
View: 1228
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Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in “visible” learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

Arbeiten Sie nie härter als Ihre Schüler und die sechs anderen Prinzipien guten Unterrichts


Author: Robyn R. Jackson
Publisher: N.A
ISBN: 9783407626745
Category:
Page: 275
View: 1233
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Das Denken von Kindern


Author: Robert S. Siegler
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3486806424
Category: Psychology
Page: 560
View: 2993
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Bis in die jüngste Vergangenheit blieb uns der Zugang zu vielen der interessanten Aspekte des Denkens von Kindern verwehrt. Philosophen haben sich Jahrhunderte lang darum gestritten, ob Säuglinge die Welt als "strahlendes und dröhnendes Durcheinander" sehen oder ganz ähnlich wie ältere Kinder und Erwachsene. Erst mit der Entwicklung aufschlußreicher experimenteller Methoden in den vergangenen Jahren wurde die Antwort deutlich. Sogar Neugeborene sehen bestimmte Aspekte der Welt recht klar und mit 6 Monaten ähnelt die Wahrnehmung von Säuglingen der von Erwachsenen. Dies und andere Erkenntnisse über das Denken von Kindern sind Gegenstand dieses Buches.

Abschied vom IQ

die Rahmen-Theorie der vielfachen Intelligenzen
Author: Howard Gardner
Publisher: Klett-Cotta
ISBN: 9783608931587
Category: Multiple intelligences
Page: 395
View: 2164
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Teaching Literacy in the Visible Learning Classroom, Grades K-5


Author: Douglas Fisher,Nancy Frey,John Hattie
Publisher: Corwin Press
ISBN: 1506378501
Category: Education
Page: 272
View: 1604
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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.

Teaching Mathematics in the Visible Learning Classroom, High School


Author: John Almarode,Douglas Fisher,Joseph Assof,John Hattie,Nancy Frey
Publisher: Corwin Press
ISBN: 1544333153
Category: Education
Page: 272
View: 745
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Select the right task, at the right time, for the right phase of learning How do you generate that lightbulb “aha” moment of understanding for your students? This book helps to answer that question by showing Visible Learning strategies in action in high-impact mathematics classrooms. Walk in the shoes of teachers as they engage in the countless micro-decisions required to balance strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.

Entwicklung der Persönlichkeit

Psychotherapie aus der Sicht eines Therapeuten
Author: Carl R Rogers
Publisher: Klett-Cotta
ISBN: 360810674X
Category: Psychology
Page: 409
View: 1405
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»In meinen Beziehungen zu Menschen habe ich herausgefunden, daß es auf lange Sicht nicht hilft, so zu tun, als wäre ich jemand, der ich nicht bin. - Ich habe es als höchst lohnend empfunden, einen anderen Menschen akzeptieren zu können.«

Wie kleine Kinder schlau werden

selbständiges Lernen im Alltag
Author: John Caldwell Holt
Publisher: N.A
ISBN: 9783407228550
Category:
Page: 232
View: 1148
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Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.

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


Author: Douglas Fisher,Nancy Frey,John Hattie,Marisol Thayre
Publisher: Corwin Press
ISBN: 1506388353
Category: Language Arts & Disciplines
Page: 232
View: 5604
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Teach with Optimum Impact 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 6–12 students are ready for surface, deep, or transfer levels of understanding.

Das Schicksal ist ein mieser Verräter


Author: John Green
Publisher: Carl Hanser Verlag GmbH Co KG
ISBN: 3446240934
Category: Juvenile Fiction
Page: 288
View: 8124
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„Krebsbücher sind doof“, sagt die 16-jährige Hazel, die selbst Krebs hat. Sie will auf gar keinen Fall bemitleidet werden und kann mit Selbsthilfegruppen nichts anfangen. Bis sie in einer Gruppe auf den intelligenten, gut aussehenden und umwerfend schlagfertigen Gus trifft. Der geht offensiv mit seiner Krankheit um. Hazel und Gus diskutieren Bücher, hören Musik, sehen Filme und verlieben sich ineinander - trotz ihrer Handicaps und Unerfahrenheit. Gus macht Hazels großen Traum wahr: Gemeinsam fliegen sie nach Amsterdam, um dort Peter Van Houten zu treffen, den Autor von Hazels absolutem Lieblingsbuch. Ein tiefgründiges, emotionales und zugleich freches Jugendbuch über Krankheit, Liebe und Tod.