Introduction
Module 1: Engagement: From Disrupting to Driving Learning
Module 2: Learners Know their Current Level of Understanding
Module 3: Learners Understand Where They’re Going and Have the
Confidence to Take on the Challenge
Module 4: Learners Select Tools to Guide Their Learning
Module 5: Learners Monitor Their Progress and Adjust Their
Learning
Module 6: Learners Seek Feedback and Recognize that Errors are
Opportunities to Learn
Module 7: Learners Recognize their Learning and Teach Others
Module 8: Responding When Students Disengage
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.
Sarah Ortega, EdD, is a credentialed bilingual teacher and
administrator in California. She served as a classroom
educator for 19 years before moving into various leadership
positions at the site and district level. In 2023, Sarah was
recognized as the Chula Vista Elementary School District Teacher of
the Year. Her teaching videos have been featured in
professional development training and educator magazines. She
is a professional learning consultant and works with
schools and districts to design and implement learning solutions
that support the emotional, behavioral, and instructional needs of
students. She is a co-author of Teaching Foundational
Skills to Adolescents and Instructional Strategies to Move
Learning Forward.
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.
Teaching Students to Drive their Learning is a timely playbook that
gives educators the research and tools to support student agency in
learning. Through seamlessly integrating research-based practices
into clear actions that teachers can quickly implement in their
classrooms, this book is a must-read for all.
*Arlena Gaynor*
The newest Corwin playbook is one that should be in the library of
every educator who strives to accelerate the learning of their
students. Through clever analogies and real-world examples, this
book creates a clear path paved, including strategies to teach
students to take ownership of their own learning and become
life-long learners who seek challenges and thrive on their own
growth.
It′s a practical guide to developing the qualities of self-driven
learners in your students and promoting a classroom culture that
allows the teacher to confidently let their students take on
challenges and effectively become their own teacher.
*Jessica Javo*
This is a great read for all educators! It really speaks to
how we, as educators, need to help students become responsible for
their own learning. Students truly need to know what to do
when they don’t know what to do!
*Lydia Bagley*
This playbook is a great refresher for experienced teachers on ways
that they can support students who are having difficulty finding
success in the classroom. It’s a gentle nod and a great reminder of
best practices that all teachers can benefit from.
*Melissa Black*
Since implementing Visible Learning practices, we have made great
strides as a school district. We have embedded the use of learning
intentions and success criteria in our classrooms and made them
visible, utilizing them to guide instruction, and referencing them
as the basis for assessment and reflection. Our students now
understand what they are learning, how they know when they’ve
learned it, and where they need to go next.
*Katie Isch*
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