Member-only story

Teaching Literacy in the Visible Learning Classroom: Grades 1-2 (Corwin Literacy)

Colby Cox

·12.8k Followers· Follow

Published in Teaching Literacy In The Visible Learning Classroom Grades 6 12 (Corwin Literacy)

8 min read

117 View Claps

20 Respond

Save

Listen

Teaching Literacy in the Visible Learning Classroom, Grades 6-12 (Corwin Literacy)

by Douglas Fisher

4.6 out of 5

Language	:	English
File size	:	27281 KB
Text-to-Speech	:	Enabled
Screen Reader	:	Supported
Enhanced typesetting	:	Enabled
Word Wise	:	Enabled
Print length	:	225 pages

By John Hattie and Gregory Yates

In their book, Teaching Literacy in the Visible Learning Classroom: Grades 1-2, John Hattie and Gregory Yates provide a clear and concise framework for embedding the five key dimensions of visible learning for literacy in the classroom. These five dimensions are:

Establishing metrics of progress
Providing effective feedback
Ensuring clarity of purpose
Designing high-impact instruction
Promoting a culture of learning

Hattie and Yates argue that by embedding these five dimensions into their teaching, teachers can create a classroom environment that is conducive to literacy learning. They provide practical examples and strategies for implementing each dimension, and they show how these strategies can be used to improve student outcomes.

Establishing Metrics of Progress

The first step to improving literacy instruction is to establish clear and measurable metrics of progress. This means having a way to track student growth over time so that you can identify areas where students need additional support. Hattie and Yates provide a number of different ways to do this, including:

Pre- and post-assessments: These assessments can be used to measure student growth over time.
Running records: Running records can be used to track student progress in reading fluency.
Writing samples: Writing samples can be used to assess student progress in writing skills.
Observations: Observations can be used to track student progress in a variety of areas, such as engagement, participation, and behavior.

Once you have established metrics of progress, you can use this data to inform your instruction. For example, if you notice that a student is struggling with reading fluency, you can provide them with additional support in this area.

Providing Effective Feedback

Feedback is an essential part of the learning process. It helps students to identify their strengths and weaknesses, and it can help them to make progress toward their goals. However, not all feedback is created equal. Effective feedback is:

Specific: It provides clear and specific information about what the student did well and what they need to improve.
Actionable: It provides the student with concrete steps that they can take to improve their work.
Timely: It is provided to the student as soon as possible after they have completed a task.
Positive: It is focused on the student's strengths and areas for growth, rather than on their weaknesses.

Hattie and Yates provide a number of strategies for providing effective feedback to students. For example, they suggest using:

Conferencing: Conferencing is a one-on-one meeting between a teacher and a student to discuss the student's progress.
Written comments: Written comments can be provided on students' work to provide them with specific feedback.
Peer feedback: Peer feedback can be provided by students to each other to help them identify areas for improvement.

By providing students with effective feedback, you can help them to learn from their mistakes and to make progress toward their goals.

Ensuring Clarity of Purpose

Students need to know what they are learning and why they are learning it. When students have a clear understanding of the purpose of their learning, they are more likely to be engaged and motivated. Hattie and Yates provide a number of strategies for ensuring clarity of purpose in the classroom, including:

Starting with the end in mind: When planning lessons, start by thinking about what you want students to learn by the end of the lesson.
Communicating learning objectives: Clearly communicate the learning objectives to students at the beginning of the lesson.
Providing opportunities for students to reflect: Give students opportunities to reflect on their learning throughout the lesson.

By ensuring clarity of purpose in the classroom, you can help students to stay focused and motivated on their learning.

Designing High-Impact Instruction

High-impact instruction is instruction that is designed to have a significant impact on student learning. Hattie and Yates identify a number of key elements of high-impact instruction, including:

Active learning: Active learning is a teaching method that engages students in the learning process.
Assessment for learning: Assessment for learning is a type of assessment that is used to inform teaching and learning.
Differentiated instruction: Differentiated instruction is a teaching method that tailors instruction to the needs of individual students.
Technology: Technology can be used to enhance instruction in a variety of ways.

Hattie and Yates provide a number of strategies for designing high-impact instruction, such as:

Using graphic organizers: Graphic organizers can be used to help students organize and visualize information.
Incorporating games and activities: Games and activities can be used to make learning more fun and engaging.
Providing opportunities for group work: Group work can help students to learn from each other.

By designing high-impact instruction, you can help students to learn more effectively.

Promoting a Culture of Learning

A culture of learning is a classroom environment that is conducive to learning. In a culture of learning, students are actively engaged in their learning, and they are motivated to succeed. Hattie and Yates identify a number of key elements of a culture of learning, including:

High expectations: Teachers have high expectations for all students.
Positive relationships: Teachers have positive relationships with students.
Collaboration: Students collaborate with each other and with the teacher.
Risk-taking: Students are encouraged to take risks and to make mistakes.

Hattie and Yates provide a number of strategies for promoting a culture of learning in the classroom, such as:

Creating a positive and supportive classroom environment: This includes creating a classroom where students feel safe and respected.
Building strong relationships with students: This includes getting to know students as individuals and understanding their strengths and needs.
Encouraging students to take risks: This includes creating a classroom environment where students are not afraid to make mistakes.

By promoting a culture of learning in the classroom, you can help students to become lifelong learners.

Teaching Literacy in the Visible Learning Classroom: Grades 1-2 is a valuable resource for teachers who want to improve their literacy instruction. Hattie and Yates provide a clear and concise framework for embedding the five key dimensions of visible learning for literacy in the classroom, and they provide practical examples and strategies for implementing each dimension. By using the strategies outlined in this book, teachers can create a classroom environment that is conducive to literacy learning and help students to achieve their full potential.

Teaching Literacy in the Visible Learning Classroom, Grades 6-12 (Corwin Literacy)

by Douglas Fisher

4.6 out of 5