“Every student deserves a great teacher, not by chance, but by design” — Douglas Fisher, Nancy Frey, & John HattieWhat 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 Fry, 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.
The question always arises for teachers: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? The bundle of Teaching Literacy in the Visible Lear
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 Math, s
