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32 Items were found

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	B 6050499B 6050499 Teaching literacy in the visible learning classroom, 6-12 Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2017 Provides middle and high school teachers with tools and techniques for successful literacy instruction that has a high impact on student learning. Features expert lessons, video clips, and online resources designed to help teachers with visible learning, clarity of learners' goals, modeling and scaffolding, teacher-led and student-led dialogic instruction, students' independent learning, and research-based formative assessments.	Teaching literacy in the visible learning classroom, 6-12
	B 6162691B 6162691 Engagement by design :creating learning environments where students thrive Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2018 Offers tips and suggestions for creating dynamic classroom framework. Discusses how to build effective relationships with students, how to bring clarity to learning, how to use students' voices to shape day-to-day planning, and boosting the value of students' school year. Includes access to online content.	Engagement by design :creating learning environments where students thrive
	B 7070836B 7070836 PLC+ :better decisions and greater impact by design Grade Lvl: T Author: Fisher, Douglas Length: 0 Copyright: 2020 Provides educators with a framework for developing an effective, collaborative professional learning community (PLC) that focuses on student learning. Describes the four parts of a PLC: a focus on equity of access and opportunity, high expectations for students, commitment to building individual and group efficacy in the PLC, and the team's ability to move from discussion to action. Emphasizes five essential questions that examine both practices and outcomes.	PLC+ :better decisions and greater impact by design T
	B 7531993B 7531993 The distance learning playbook, grades K-12 :teaching for engagement & impact in any setting Grade Lvl: T Author: Fisher, Douglas Length: 0 Copyright: 2021 Provides a guide for educators on how to provide a comprehensive and successful distance learning model in their districts. Includes guidance for teachers of young students, videos of the authors and educators discussing different topics, and space to write down individual plans.	The distance learning playbook, grades K-12 :teaching for engagement & impa T
	B 7790544B 7790544 The distance learning playbook for school leaders :leading for engagement and impact in any setting Grade Lvl: T Author: Fisher, Douglas Length: 135 Copyright: 2021 Discusses ways educators can best teach in distance learning situations, examining how to guide and support children using proven strategies, promote equity among all students, and practice self-care.	The distance learning playbook for school leaders :leading for engagement a T
	B 7966945B 7966945 The assessment playbook for distance & blended learning :measuring student learning in any setting Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2021 Offers strategies and tools for assessing students in distance-learning environments and gauging the impact of teaching against students' grasp of key concepts.	The assessment playbook for distance & blended learning :measuring student
	B 8044836B 8044836 The quick guide to simultaneous, hybrid, & blended learning Grade Lvl: T Author: Fisher, Douglas Length: 104 Copyright: 2021 Offers advice for educators about navigating simultaneous in-person and remote learning situations. Discusses using learning outcomes that work best, whether from remote or in-person situations, strategies for learner engagement, and giving attention to learning recovery and acceleration for struggling students.	The quick guide to simultaneous, hybrid, & blended learning T
	B 8208078B 8208078 Rebound :a playbook for rebuilding agency, accelerating learning recovery and rethinking schools : grades K-12 Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2022 Offers a reevaluation of schooling in the aftermath of the 2020 and 2021 school years, a time in which the authors believe many lessons have been learned on how to create better teacher-student engagement, increase student learning, and approach the process of remodeling schooling systems with optimism. Discusses what the authors call collective traumas that may remain after the COVID-19 pandemic is over and how teachers can use what they have learned in this time to create a better schooling system.	Rebound :a playbook for rebuilding agency, accelerating learning recovery a
	KM 12331KM 12331 In a Reading State of Mind: Brain Research, Teacher Modeling, and Comprehension Instruction Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 0 Copyright: 2009 Provides strategies for using modeling to improve the reading comprehension skills of middle- and secondary-grade students. Blends research about the brain and learning with classroom examples to show how instructional modeling can lead to increased engagement and literacy learning. Chapters explore ways to model comprehension and word-solving strategies, as well as how to use text structures and text features to learn and retain information. Book (152 pages) includes discussion questions that correspond to segments in the accompanying DVD (60 min).	In a Reading State of Mind: Brain Research, Teacher Modeling, and Comprehen T
	B 94279B 94279 Better Learning Through Structured Teaching Grade Lvl: T Author: Fisher, Douglas Length: 146 Copyright: 2008 Subtitle: A Framework for the Gradual Release of Responsibility. Explains how teachers can use modeling, guided practice, collaborative learning, and independent tasks to effectively use classroom time and reach all learners. Authors: Douglas Fisher and Nancy Frey.	Better Learning Through Structured Teaching T
	B 94845B 94845 Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning Grade Lvl: T Author: Frey, Nancy / Fisher, Douglas Length: 153 Copyright: 2011 Outlines an approach to formative assessment, explaining a four-step process, and sharing real-life scenarios with instructions to apply each of the steps in the classroom. Teacher-student relationships.	Formative Assessment Action Plan: Practical Steps to More Successful Teachi T
	B 95183B 95183 Text Complexity: Raising Rigor in Reading Grade Lvl: T Author: Frey, Nancy / Lapp, Diane Length: 140 Copyright: 2012 Focuses on the quantitative and qualitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. It also examines how close readings of complex texts scaffold students understanding and allow them to develop the skills necessary to read like a detective.	Text Complexity: Raising Rigor in Reading T
	B 95184B 95184 Common Core English Language Arts in a PLC at Work, Grades 6–8 Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 170 Copyright: 2013 Provides strategies and tips for grades 6-8 teachers to integrate the CCSS for English language arts in their instruction, curriculum, assessment, and intervention practices. Details how to implement the CCSS within a powerful collaborative model: Professional Learning Communities at Work. Includes information on how to use the CCSS to support English learners and students with special needs.	Common Core English Language Arts in a PLC at Work, Grades 6–8 T
	B 95185B 95185 Common Core English Language Arts in a PLC at Work, Grades 3–5 Grade Lvl: T Author: Fisher, Douglas Length: 0 Copyright: 2013 Provides strategies and tips for grades 3-5 teachers to integrate the CCSS for English language arts in their instruction, curriculum, assessment, and intervention practices. Details how to implement the CCSS within a powerful collaborative model: Professional Learning Communities at Work. Includes information on how to use the CCSS to support English learners and students with special needs.	Common Core English Language Arts in a PLC at Work, Grades 3–5 T
	B 95186B 95186 Common Core English Language Arts in a PLC at Work, Grades K–2 Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 169 Copyright: 2013 Provides strategies and tips for grades K-2 teachers to integrate the CCSS for English language arts in their instruction, curriculum, assessment, and intervention practices. Details how to implement the CCSS within a powerful collaborative model: Professional Learning Communities at Work. Includes information on how to use the CCSS to support English learners and students with special needs.	Common Core English Language Arts in a PLC at Work, Grades K–2 T
	B 96627B 96627 Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Discussing Text Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 156 Copyright: 2012 Offers comprehensive strategies for K-12 educators to establish literacy in discussion-based classrooms, and explores the relationship between text, learner, and learning. Includes strategies that will drive discussion-based learning. Examines the hidden dangers of controlling classroom discourse; fosters critical literacy through questioning and instructional routines, and encourages students to find meaning and cultivate thinking from expository texts. Explores new-media texts and web 2.0 to accommodate learning differences among students. Investigates how educators can establish an inquiry-based and reflective classroom. Presents methods to help students engage deeply with their own ideas. Provides student and teacher dialogues, teacher modeling, and graphic organizers. Includes sample assignments, organizational routines, and instructional strategies.	Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Di T
	B 96632B 96632 Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning Grade Lvl: T Author: Fisher, Douglas B / Frey, Nancy Length: 216 Copyright: 2016 Outlines the literary practices that ensure students demonstrate more than a year's worth of learning for a year spent in school including how to use the right approach at the right time, ... which routines are most effective during these specific phases of learning, and why the 10 mind frames for teachers apply so well to curriculum planning. Describes how to use the right approach so that one 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. Shows 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. QR codes provide access to video & web content.	Visible Learning for Literacy, Grades K-12: Implementing the Practices That T
	B 96761B 96761 Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning Grade Lvl: T Author: Hattie, John A / Fisher, Douglas B Length: 304 Copyright: 2016 Provides teachers three different phases of learning-- surface, deep, transfer and how to apply these to the teaching of mathematics. The authors offer their best guidance to teachers on what surface, deep, and transfer learning mean, look, and sound like in the mathematics context. They assert it’s not about which one—it’s about when—and show 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. Shows how to ensure teacher clarity through setting meaningful learning intentions and success criteria that build on prior learning, and by continually checking for understanding. Authors: John Hattie, Doug Fisher, Nancy Frey, Linda M. Gojak, Sara Delano Moore, and William Mellman.	Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize T
	B 96919B 96919 How to Reach the Hard to Teach: Excellent Instruction for Those Who Need It Most Grade Lvl: T Author: Echevarria, Jana / Frey, Nancy Length: 178 Copyright: 2016 Strategies informed by principles of effective instruction, the SIOP® Model and the FIT Teaching® approach for breakthrough success with students who struggle in school.	How to Reach the Hard to Teach: Excellent Instruction for Those Who Need It T
	B 96959B 96959 Teaching Literacy in the Visible Learning Classroom, Grades 6-12 Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 232 Copyright: 2017 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.	Teaching Literacy in the Visible Learning Classroom, Grades 6-12 T
	B 96962B 96962 Teaching Literacy in the Visible Learning Classroom, Grades K-5 Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 272 Copyright: 2017 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 Literacy in the Visible Learning Classroom, Grades K-5 T
	B 97099B 97099 Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management Grade Lvl: T Author: Smith, Dominique / Fisher, Douglas Length: 162 Copyright: 2015 Classroom management is traditionally a matter of encouraging good behavior and discouraging bad by doling out rewards and punishments. But studies show that when educators empower students to address and correct misbehavior among themselves, positive results are longer lasting and more wide reaching. In Better Than Carrots or Sticks, longtime educators and best-selling authors Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to * Establish procedures and expectations for student behavior that encourage the development of positive interpersonal skills; * Develop a nonconfrontational rapport with even the most challenging students; and * Implement conflict resolution strategies that prioritize relationship building and mutual understanding over finger-pointing and retribution. Rewards and punishments may help to maintain order in the short term, but they're at best superficially effective and at worst counterproductive. This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching, and constructive environments built on collective respect and focused on student achievement.	Better Than Carrots or Sticks: Restorative Practices for Positive Classroom T
	B 97161B 97161 All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond Grade Lvl: T Author: Frey, Nancy / Fisher, Douglas Length: 194 Copyright: 2019 While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how students think, see themselves, and interact with content and with others. If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys of * Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them. * Helping students identify, describe, and regulate their emotional responses. * Promoting the cognitive regulation skills critical to decision making and problem solving. * Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships. * Equipping students to becoming informed and involved citizens. Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K-12 academic curriculum. Children's social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this book's integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives.	All Learning Is Social and Emotional: Helping Students Develop Essential Sk T
	B 97203B 97203 Teaching Mathematics in the Visible Learning Classroom, Grades K-2 Grade Lvl: T Author: Almarode, John / Fisher, Douglas Length: 268 Copyright: 2019 How can you best help K–2 students to become assessment-capable visible learners in mathematics? This book answers that question by showing Visible Learning strategies in action in high-impact mathematics instruction. Walk in the shoes of K–2 teachers as they mix and match 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 young student. Companion to professional book: B 96761.	Teaching Mathematics in the Visible Learning Classroom, Grades K-2 T
	B 97204B 97204 Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 Grade Lvl: T Author: Almarode, John / Fisher, Douglas Length: 260 Copyright: 2019 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. Companion to professional book: B 96761.	Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 T
	B 97425B 97425 Rebound, Grades K-12: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 208 Copyright: 2021 It's time to rebound after the pandemic forced changes in teaching and learning. It's time to bounce back, become better and reignite engagement, accelerate learning and move forward with fresh optimism and better systems for schooling. Complete with tools and strategies, prompts and exercises, Rebound: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools will address the collective traumas we have experienced during the pandemic and rebuild our sense of agency and self, so that we can attribute student success to both teachers' and students' efforts. Help evaluate what we have learned about remote teaching and learning to determine what to carry forward and what to leave behind and shift the narrative from learning loss to "learning leaps" and implement instructional and assessment practices that ensure our students reclaim lost knowledge, build skills, develop agency, and accelerate gains.	Rebound, Grades K-12: A Playbook for Rebuilding Agency, Accelerating Learni T
	B 97447B 97447 Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding Grade Lvl: T Author: Hattie, John / Stern, Julie Length: 166 Copyright: 2020 Help students move from surface-level learning to the transfer of understanding. How do social studies teachers maximize instruction to ensure students are prepared for an informed civic life? This book shows how the field is more than simply memorizing dates and facts. It encapsulates the skillful ability to conduct investigations, analyze sources, place events in historical context, and synthesize divergent points of view. Best practices for applying visible learning are presented through: A scaffolded approach including surface-level learning, deep learning, and transfer of learning. •Examples of strategies, lessons, and activities best suited for each level of learning and • Planning tools, rubrics, and templates to guide instruction.	Visible Learning for Social Studies, Grades K-12: Designing Student Learnin T
	B 97501B 97501 Teaching Reading: A Playbook for Developing Skilled Readers Through Word Recognition and Language Comprehension Grade Lvl: T Author: Fisher, Douglas / Frey, Nancy Length: 292 Copyright: 2023 Text affords readers practical, research-based ideas organized into concise modules around reading instruction. Readers are engaged with contemporary research findings, and an abundance of activities that help children become skilled readers. This resource goes deep, it goes wide and it reveals the crucial connections that make for high-impact instruction.	Teaching Reading: A Playbook for Developing Skilled Readers Through Word Re T
	B 97555B 97555 Onboarding Teachers: A Playbook for Getting New Staff Up to Speed Grade Lvl: T Author: Frey, Nancy / Shin, Michelle Length: 240 Copyright: 2024 It’s all about the right support, at the right time, in the right amount. Onboarding Teachers offers insights to build on high-impact instructional and coaching practices to support new staff in their first year and beyond. The text offers: Checklists and self assessments to gauge readiness, Sample emails and communication tips for various audiences, and coaching scenarios to apply and reflect on strategies. Half of all new teachers leave the profession within five years. We can reduce that attrition by integrating new members in a way that deepens connection and practice.	Onboarding Teachers: A Playbook for Getting New Staff Up to Speed T
	B 3655857B 3655857 Text-dependent questions, grades K-5 :pathways to close and critical reading Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2015 Explores the notion of text-dependent questions and how employing them can help teachers to teach close reading skills and literacy to their students and help them understand the texts they read.	Text-dependent questions, grades K-5 :pathways to close and critical readin
	B 4130514B 4130514 Visible learning for literacy, grades K-12 :implementing the practices that work best to accelerate student learning Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2016 Examines the notion of "visible learning" when it comes to language arts in elementary and high school literacy lessons, offering advice for teachers on how to adopt the right approach for engaging students on surface, deep, and what is called transfer phases of learning in exercises like word sorts, close reading, feedback, annotating, and collaborative learning.	Visible learning for literacy, grades K-12 :implementing the practices that
	B 5948285B 5948285 Teaching literacy in the visible learning classroom, K-5 Grade Lvl: Author: Fisher, Douglas Length: 0 Copyright: 2017 Provides elementary teachers with tools and techniques for successful literacy instruction that has a high impact on student learning. Features expert lessons, video clips, and online resources designed to help teachers with visible learning, clarity of learners' goals, modeling and scaffolding, teacher-led and student-led dialogic instruction, students' independent learning, and formative assessments.	Teaching literacy in the visible learning classroom, K-5