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Pre-work essential components Aggressive Monitoring Question Teacher EXEMPLAR Named Laps (skill based) Codes for mastery or misconceptions Feedback to students DO NOW Aggressive Monitoring vs Simple Circulation AM Checklist Ms. Swinton, Presenter List all teacher actions (Yellow

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Video

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Aggressive Daily Monitoring Enables In-the-Moment Adjusting

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teaching practice for learning, p. 34

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Visible Learning for Literacy is the newest book in John Hattie's Visible Learning series. The authors John Hattie, Douglas Fisher and Nancy Frey focus on literacy in grades K-12. They explore how to implement the practices that work best to accelerate student learning.
If you agree with the authors' statement that "every student deserves a great teacher, not by chance, but by design", then Visible Learning for Literacy is a good starting point for your next learning design decisions.

The book is based on John Hattie's research. In more than 15 years he has synthesized over 800 meta-studies on learning and achievement and has identified instructional routines that have the biggest impact on student learning. Based on this evidence the authors discuss literacy learning and teaching.

(1) Surface and deep learning: How to use the right approach at the right time? How do you intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning? When is a student ready to dive from surface to deep?

(2) Activities and routines: Which ones are most effective at specific phases of learning? Word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching.

(3) Eight mind frames for teachers: How do they apply to curriculum planning? How can they inspire you to be a change agent in students' lives? How to see visible teaching as a continual evaluation of one's impact on student's learning?

The authors think: "It's time we embrace the evidence, and update our classrooms." With this new Visible Learning book you can start the process right now!

Watch the webinar with Douglas Fisher and Nancy Frey

In this webinar Douglas Fisher and Nancy Frey introduce key concepts from their book " Visible Learning for Literacy ". Learn more on what works best for learning literacy, and more importantly, when it works. How can you use the effect size to determine your impact on student learning?

Table of Contents

Chapter 1. Laying the Groundwork for Visible Learning for Literacy

The Evidence Base: Meta-Analyses, Effect Sizes

Learning From What Works, Not Limited to Literacy: Teacher Credibility, Teacher-Student Relationships, Teacher Expectations

General Literacy Learning Practices: Challenge, Self-Efficacy, 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

Responding When the Impact Is Insufficient, and Knowing What Does Not Work
Chapter 5. Determining Impact

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

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Visible Learning for Literacy - New Book by Hattie, Fisher, Frey - VISIBLE LEARNING

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Visible Learning for Literacy is the newest book in John Hattie's Visible Learning series. The authors John Hattie, Douglas Fisher and Nancy Frey focus on literacy in grades K-12. They explore how to implement the practices that work best to accelerate student learning. If you...Read more ›

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Book

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Many teachers are only observed one or two times per year on average―and, even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached.

In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, he breaks down the most critical actions leaders and teachers must take to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed.

Get Better Faster focuses on what's practical and actionable which makes the book's approach to coaching so effective. By practicing the concrete actions and micro-skills listed in Get Better Faster , teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success.

Though focused heavily on the first 90 days of teacher development, it's possible to implement this work at any time. Junior and experienced teachers alike can benefit from the guidance of Get Better Faster while at the same time closing existing instructional gaps.

Featuring valuable and practical online training tools available at http://www.wiley.com/go/getbetterfaster, Get Better Faster provides agendas, presentation slides, a coach's guide, handouts, planning templates, and 35 video clips of real teachers at work to help other educators apply the lessons learned in their own classrooms.
will teach you:
Get Better Faster

The core principles of coaching: Go Granular; Plan, Practice, Follow Up, Repeat; Make Feedback More Frequent

Top action steps to launch a teacher's development in an easy-to-read scope and sequence guide

It also walks you through the four phases of skill building:

Perfect for new educators and those who supervise them, Get Better Faster will also earn a place in the libraries of veteran teachers and school administrators seeking a one-stop coaching resource.

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Get Better Faster: A 90-Day Plan for Coaching New Teachers

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Get Better Faster: A 90-Day Plan for Coaching New Teachers [Bambrick-Santoyo, Paul, Saphier, Jon] on Amazon.com. *FREE* shipping on qualifying offers. Get Better Faster: A 90-Day Plan for Coaching New Teachers

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Article, key points

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NIFDI - National Institute for Direct Instruction

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How to, Examples

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Word Document

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Powerpoint

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Multiple resources

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Monitoring student learning data during the year includes the following:

Use aligned assessments
* Align with lesson, unit, and annual goals
* Incorporate standards-based grading
* Capture data on both mastery and growth

Track with an effective and efficient system
* Follow assessment calendar; adjust if needed
* Standardize and automate some components

Collect and compare multiple data points
* Conduct pre-tests for baseline data
* Assess student grasp daily
* Use interim assessments (unit, quarter)
* Observe student activity
* Confer with students and families informally
* Use surveys for formal student feedback

Generate reports to summarize mastery and growth and to guide instructional change

Analyze data for individuals' needs, trends, and outliers in each class and across school

See a one-page Instructional Excellence Summary covering all the key elements.

1. Which actions in this element of instructional excellence are strengths for you or your team?

2. Which actions in this element of instructional excellence are weaknesses for you or your team? Think about actions you never take, fail to take as often as needed, or do not take as well as needed to achieve strong learning growth consistently.

3. What one to three specific changes will you or your team make to use your strengths more often or more consistently and improve weaknesses in the coming months?

4. Make a brief action plan with specific goals, roles, and time by which you will make specific changes!

5. Did your changes produce better learning results? If so, keep them. If not, think again about what other changes to make!

See this printable study guide with discussion questions and real examples from educators:

See training resources provided by other organizations in the Other Developmental Resources section.

Use aligned assessments

Align with lesson, unit, and annual goals

Student Achievement Partners: Achieve the Core (frameworks, tools, templates, lessons, samples, assessments, academic word finder, tasks, coherence map)
Instructional Practice Guides aligned to Common Core in ELA, Math, History/Social Studies, Science & Technical Subjects across all grade levels
Classroom resources for ELA/Literacy and Math
Teaching the Core Coherence Map for math Lesson Planning Tool Core Literacy Lessons from the Text Set Project Read Aloud Project

Match Fishtank
ELA, Math, Science and Social Studies curriculum (tools)

Teach Like A Champion, Grab-n-Go Resources
Everybody Writes (tool)
Phrases for Building Students' Writing Stamina (tool)
Prompting for Revision, A Menu of Ideas (tool)

KIPP (frameworks & tools, all available in the Beyond KIPP Resource Library)
Close Reading Concept Paper (framework)
Close Reading 101 (video) + Phases of Understanding (tool)
Close Reading Rubric (tool)
Guided Reading Concept Paper (framework)
Guided Reading Rubric (tool)
Guided Reading Lesson Plan Template (tool)

Unbound Ed
Explore Curriculum (searchable resources)
Enhance Instruction (searchable resources)

Success Academies Education Institute: Literacy Curriculum for K-8 (tools, e-courses)
CommonLit.org: Free literacy resources and progress tracking tools (tools)
gooru.org: Open, high-quality learning resources - search by standards, content from over 500 sources for millions of free, multimedia resources (tools)
Reading Without Limits Companion Site (tools)
Achievement Network: Qualitative Text Complexity Screencast (tutorial video)
LearnZillion and Louisiana Department of Education, English/Language Arts Guidebook Units What does it take to implement a strong curriculum effectively? by Instructional Partners (white paper)

ASCD: The Core Six Essential Strategies for Achieving Excellence with the Common Core (book)
ACSD, Education Update: How to Plan Effective Lessons (journal article overview)
Incorporate standards-based grading

Capture data on both mastery and growth

Track with an effective and efficient system

Follow assessment calendar; adjust if needed

Standardize and automate some components

EdSurge: Product Index, Classroom Response System, includes teacher reviews and case studies (tools)

Teaching Channel: Using Tech Tools for Formative Assessment (video)

The Answer Pad: Tool for engaging students in a flipped or blended-learning classroom, includes a student response system and grading solution using a platform for formative assessment (tools)

Poll Everywhere: Live audience participation to engage your class in real time (tool)

Socrative: Quickly assess students with prepared activities or on-the-fly questions to immediately gain insight into student understanding (tool)

Collect and compare multiple data points

Conduct pre-tests for baseline data

Assess student grasp daily

Use interim assessments (unit, quarter)

Observe student activity

Confer with students and families informally

Use surveys for formal student feedback

Generate reports to summarize mastery and growth and to guide instructional change

Mastery Connect: web-based tool offers a mastery tracker, resource pins, assessment sharing, and time-saving grading tools (tools)

SchoolZilla: store and view interactive data dashboards to make actionable decisions about data (tool)

Achievement Network: myANet screencast (tutorial video)

Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap (book)

Driven by Data: A Practice Guide to Improve Instruction (book)

Analyze data for individuals' needs, trends, and outliers in each class and across school

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Monitoring student learning data during the year includes the following:Use aligned assessments * Align with lesson, unit, and annual goals * Incorporate standards-based grading * Capture data on both mastery and growth Track with an effective and efficient system * Follow assessment calendar; adjust if needed * Standardize and automate

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Use Exit Slips to Stay Focused on Students’ Daily Progress

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Using real-time data enables teachers to be nimble in their approach. They can immediately adjust questions and support for students depending on their needs.

And the insights gained from looking at data in this way are even more powerful when shared with other educators. That's why, at MAS, teachers discuss their findings with their peers and coaches on a regular basis. "We talk to each other during prep periods and often come to conclusions like, 'We need to readdress this because we're seeing the same common mistake," explains Jessica Foerster, seventh grade math co-teacher.

Hands-on data mining and collaborative problem solving helps MAS avoid the "data-rich and action-poor" conundrum that's all too common these days.

Dedicate time for digging into data and doing something powerful with it.

Teachers need dedicated time to make good use of student data. If MAS leaders didn't carve out the time and space for teachers to reflect on and improve their own practice-and to uncover students' strengths and gaps-all the data reports and spreadsheets in the world wouldn't make a difference.

So, what does this look like? Teachers and leaders hold regular data meetings in which they identify trends based on data and student work, both within their classroom and across the grade. They look at student work, read texts, and solve math problems so they can put themselves in the shoes of their students and identify their students' misconceptions. "I pretty much start by looking at the lesson and trying to do it myself," says Alison Garcia, seventh grade math teacher, "thinking about where will students get stuck and where they will be really confused." Based on data trends and common misconceptions, teachers make plans for small group and whole class remediation.

Be patient: it takes time and consistent, hard work.

While JoAnn and her team seem hard-wired to take action based on data, they know things won't change overnight. There are no quick fixes, JoAnn says, and while analyzing data is a powerful first step, she reminds her teachers that students' scores won't skyrocket overnight. Rather, this is an ongoing process of reflection and adjustment: a slow and steady push to make sure that students, teachers, and leaders are using data over time to inform what they should keep, start, or stop doing to improve outcomes for students.
Sarah is the managing director of system advising and a former coach at ANet.

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Using data to help students and teachers

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Using real-time data enables teachers to be nimble in their approach. They can immediately adjust questions and support for students depending on their needs. And the insights gained from looking at data in this way are even more powerful when shared with other educators.