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Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1
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Table of Contents

Lessons Lesson 1: What is Learning? Lesson 2: Becoming an Assessment-Capable Visible Learner Lesson 3: Setting Mastery Goals Lesson 4: Learning Intentions and Success Criteria: What? So What? Impact Lesson 5: What Does Success Look Like? Lesson 6: Using Success Criteria to Monitor Your Progress Lesson 7: Taking on the Challenge of learning Lesson 8: Selecting the Right Strategies in Your Learning Lesson 9: Learning How to Learn Lesson 10: Is it Time for Feedback? Lesson 11: Asking the Right Questions to Get the Feedback You Need Lesson 12: Seeing Errors as Opportunities to Learn Lesson 13: Using Self Questioning to Guide Your learning Lesson 14: Peer Teaching with Think Alouds Lesson 15: Peer Teaching with Reciprocal Teaching Tools and Templates Conceptions of Learning Survey Assessment-Capable Learner Self-Assessment Student Goal Setting Template Learning Intentions and Success Criteria Self-Assessment Co-Constructing Success Criteria Template Using Success Criteria to Monitor Your Progress Learning Strategies Checklist Study Skills Student Checklist Is It Time For Feedback? Checklist Reflecting on Errors as Opportunities to Learn Template Feedback Cards - Asking the Right Questions to Get the Feedback You Need Peer Teaching with Think Alouds Checklist Peer Teaching with Reciprocal Teaching Sentence Starters

About the Author

Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Assessment-capable Learners. He can be reached at dfisher@mail.sdsu.edu. Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading. John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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, most recently, 10 Mindframes for Visible Learning. Karen T. Flories has 15 years of experience in education including special education and high school English teaching, as well as serving in the role of Literacy Director and Executive Director of Educational Services. She is currently a full time Professional Learning consultant for Corwin.

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