Was this book valuable to you? Would you recommend it? Would you like to do the one on “Visible
Learning for Math”?
Sunday, February 12, 2017
Chapter 5: 5/1/17
Using your QR reader, choose any 2 videos and give a short
synopsis and your opinion on the information.
Respond to 1 other
Chapter 5: 4/28/17
Learning from what does not work: What is your opinion on each of the following
instructional practices. Do you foresee
any changes in these practices in the near future?
Retention
Ability grouping
Matching instruction to learning styles
Homework
Chapter 5: 4/26/17
How does your building use RTI or MTSS and progress
monitoring to determine student progress?
What is your opinion of its success?
Respond to 1 other
Chapter 5: 4/21/17
An effect size of at least .40 corresponds to one year of
learning over one year’s time. We often
discuss rate of learning and closing the gap for our students. Make a list of your typical teaching
strategies and their effect size. Figure
an ave. What is it? How could you improve your students’ rate of
learning? (Use the appendix for effect
sizes.) Are there strategies you would
like to replace?
Chapter 4: 4/12/17
How does time to investigate and produce facilitate
learning?
Do you agree or
disagree with practices like “genius hour”, Google work, Makers Ed.? Would it work in your building?
Chapter 4: 4/7/17
“Keep in mind knowledge begets knowledge and one of the
strongest predictors of a learner’s future capacity to learn is what he or she
already knows.” Agree or disagree and
why?
Chapter 4: 4/5/17
Peer tutoring has an effect size of .55. How can you use it to promote student
learning?
How can you use reading across documents to promote
transfer?
Chapter 4: 3/31/17
How can you use analogies to promote concept learning and
concept organization? What do analogies
do?
Respond to 1 other
Chapter 4: 3/29/17
What role does relevancy play in transfer? How do you promote relevancy in the content
you teach?
Respond to 1 other
Chapter 4: 3/27/17
How do you provide real life situations to promote transfer
of information?
Give 2 examples of “near” transfer and 2 examples of “far”
transfer.
Give 2 examples of “hugging” and 2 for “bridging”.
Chapter 3: 3/24/17
How can you use reciprocal teaching to assist in teaching
critical thinking? (May want to watch
video 3.3.)
Chapter 3: 3/22/17
What is the value of teaching website evaluation? What does it have to do with a student’s
ability to critically analyze information?
Chapter 3: 3/20/17
“Although there is widespread agreement that discussion is
vital to comprehension and critical thinking, the implementation is less than
robust.” How do you make it more robust?
Respond to 1 other
Chapter 3: 3/17/17
What is the critical difference between experience teachers
and expert teachers?
How do you move students to deeper learning? What strategies work for you?
Respond to 1 other.
Chapter 2: 3/15/17
Cooperative learning has an effect size of .59, why do you
feel it is not used more? How do you
like to work in groups?
Respond to 1 other
Chapter 2: 3/13/17
How do you encourage “wide reading”?
How does your students do with note taking? What is one strategy you teach to assist with
note taking?
Chapter 2: 3/10/17
Vocabulary instruction has long been a tried and true
instructional practice for ESOL, Title, and Special Ed. Why?
How do you feel it impacts learning? Respond to 1 other
Chapter 2: 3/10/17
What are the six areas of reading instruction? Given your grade level(s) for instruction,
which area do you focus on more?
Why?
Chapter 2: 3/8/17
The phrase surface learning often has a negative
connotation, why is it still and essential part of learning? Give 2 examples of
how you use surface learning.
Think of someone that constantly uses the same instructional
strategy for all or most of their instruction.
How does it affect student learning? Respond to 1 other.
Chapter 1: 3/3/17
What types of feedback strategies do you typically use? What would you do to improve your feedback to
students?
Chapter 1: 3/1/17
Of the ten mind frames for teachers pick one that fits you
and tell how it fits you.
Chapter 1: 2/22/17
How do you develop relationships with students? How does it affect your teaching? How does it affect teaching of teachers who
do not develop those relationships with students?
Respond to 2 others
Chapter 1: 2/17/17
What is the importance of visible learning to teachers?
What do great teachers know about learning? How can you use that knowledge to improve
your teaching?
Before reading this book, list 3 things you do in your
teaching that you believe have a large effect size? And why?
Don’t peek! (We will come back to
this later.)
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