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lmurphy93's review against another edition
5.0
What a great resource! In teaching we are often told to use “best practice” without specifically defining what is the “best” practice. This book methodically goes through practices in literacy comparing their efficacies in regards to their yearlong effect. Very useful!
emilymorgan02's review against another edition
4.0
Lots of great information which was to the point and easy to read. Lots to think about here in terms of how we teach to help our students grow....
jenennap29's review against another edition
5.0
"Learning is a process, not an event." This quote extracted from this book really sums up visible learning and its many components within English language arts. Learning about what truly impacts a student and their learning is of vital importance simply because there are so many methods and ideas out there for the most effective means of teaching. I appreciate how the work of John Hattie was taken and broken down in terms of literacy and how English teachers can use these concepts in their classes. So much great material going into a new school year!
ostenta's review
Truly amazing data and productive information with actionable teaching strategies, That being said, it is EXTREMELY data forward and dry. Really great info but man, is it tough to root through.
sonja_wright's review against another edition
5.0
The TEACHER has the biggest effect on student achievement. Mic drop. A must-read for all educators.
takanico's review against another edition
5.0
For any educators currently implementing Visible Learning or anything from John Hattie's research, this is a foundational text. We completed a book study at my school with this book, and it really helped myself and my colleagues to better understand some of the necessary practices and definitions that should be in our work. Easy to read, clear, helpful.
teachreadreview's review against another edition
5.0
We teachers all know the saying; “Know Thy Impact”. We understand that “every student deserves a great teacher, not by chance, but by design”. But the measurement of that impact and the blueprints of that design can be confusing to face. Further, when it comes to literacy, we are well aware of its importance in students’ learning outcomes. Without literacy skills and knowledge, one is unable to access and participate fully in what society has to offer. This is where visible learning for literacy steps in to help. If you are after a practical and informative text to aid you in your visible learning journey, then I highly recommend this book.
In this text, Fisher, Frey and Hattie delve further into the groundwork of visible learning, surface literacy learning, deep literacy learning, teaching literacy for transfer, and determining your impact then responding when your impact is insufficient. Each chapter is well organised and easy to follow.
As an aside, I am mindful of the complexities of meta-analyses and how they can potentially skew the effect sizes of the data so they are meaningless in a given context. Don’t get me wrong, I am appreciative of Hattie’s work with visible learning, but I believe that this conversation needs to be furthered beyond just “this has a high effect size that will work everywhere”, which seems to be the current tone in education. We do still need to remain critical in our interpretation of this data and analyse it appropriately. As someone with a (very limited, but still informed) background in data analysis I can see problems occurring if this trend and lack of knowledge in the interpretation of meta analyses continues. We can’t let that happen.
With that out of the way, this particular text utilizes the effect size data from Hattie’s research to provide practical methods of improving literacy outcomes for children. It is user friendly and uses key examples to demonstrate concepts clearly. I appreciated the inclusion of blank tables that I can use in class to further my students’ education.
I would certainly recommend attending the workshop linked to this text presented by Douglas Fisher as it only helps to delve deeper and further reflect on your professional practice.
Recommended to teachers
Format: paperback
Rating: 5/5 Stars
2018: 18/40 books
In this text, Fisher, Frey and Hattie delve further into the groundwork of visible learning, surface literacy learning, deep literacy learning, teaching literacy for transfer, and determining your impact then responding when your impact is insufficient. Each chapter is well organised and easy to follow.
As an aside, I am mindful of the complexities of meta-analyses and how they can potentially skew the effect sizes of the data so they are meaningless in a given context. Don’t get me wrong, I am appreciative of Hattie’s work with visible learning, but I believe that this conversation needs to be furthered beyond just “this has a high effect size that will work everywhere”, which seems to be the current tone in education. We do still need to remain critical in our interpretation of this data and analyse it appropriately. As someone with a (very limited, but still informed) background in data analysis I can see problems occurring if this trend and lack of knowledge in the interpretation of meta analyses continues. We can’t let that happen.
With that out of the way, this particular text utilizes the effect size data from Hattie’s research to provide practical methods of improving literacy outcomes for children. It is user friendly and uses key examples to demonstrate concepts clearly. I appreciated the inclusion of blank tables that I can use in class to further my students’ education.
I would certainly recommend attending the workshop linked to this text presented by Douglas Fisher as it only helps to delve deeper and further reflect on your professional practice.
Recommended to teachers
Format: paperback
Rating: 5/5 Stars
2018: 18/40 books
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