Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Learner′s Notebook: (Corwin Literacy)

Designed to be used with the Becoming a Visible Learner Teacher's Guide, these notebooks continue the journey of Visible Learning by helping students monitor their own learning journey.

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 is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching! Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.  John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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 10 Mindframes for Visible Learning. Karen Flories was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies for 2 years with Valley View School District in Illinois, after serving as the English Department Chair for Romeoville High School. Karen’s classroom experience includes high school English, special education, and alternative education. Karen holds credentials in general education, special education, and educational leadership. She earned her master’s degree in educational leadership from Concordia University. During her time at the district level, Karen led the implementation of Visible Learning+, specifically focusing on teacher clarity, classroom assessment, and feedback. Karen is the co-author of The PLC+ Activator’s Guide, PLC+: Better Decisions and Greater Impact by Design, and The PLC+ Playbook, Grades K-12. She is currently a full-time professional learning consultant for Corwin.