Apr 19 Visible Learning in the Literacy Classroom

Visible Learning in the Literacy Classroom with Douglas Fisher and Nancy Frey

Practices That Best Accelerate Student Learning

This webinar introduces key concepts from the book on what works, and more importantly, when it works.

Fisher and Frey explain the importance of effect size in determining one’s impact on student learning, and explore the learning conditions needed as students go from surface learning, to deeper learning and transfer. Graphic organizers are effective, but when? When is reciprocal teaching best deployed? In collaboration with John Hattie, the authors have aligned literacy practices to phases of learning.

Administrators, curriculum directors, and literacy educators will benefit from this webinar. Participants will:

  • Understand the importance of effect size and how to calculate it.
  • Identify high-impact literacy instructional practices in K-12.
  • Align these practices to the phases to accelerate student literacy learning.

Please Register Below

Date: April 19, 2016

Time: 6:30 PM Eastern/ 3:30 PM Pacific time

Corwin Series

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Alongside Nancy Frey, Doug has authored several dozen books, including Visible Learning for Literacy (Corwin Literacy, 2015).A longtime collaborator with Doug Fisher, Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California.

Please Register Here.

Douglas Fisher
Nancy Frey