Developing Assessment Capable Visible Learners
Maximizing Skill, Will, and Thrill


Overview

Doug Fisher discusses how building an environment where students progress through relevant and challenging content allows you to create a classroom teeming with discussion and purposeful activity. He will share a framework for making daily improvements-centered around relationships, clarity, and challenge, that increases student learning and helps you manage your classroom's success. As inspiring as it is practical, Doug gives you a clear strategy for empowering each of your students in shaping their own educational success.

By the end of the day, you will understand:

  • What it means to be an efficacious teacher and to ensure that students are assessment-capable, which means that students understand their current level of performance and compare that with the desired level of learning.
  • That using the right approach at the right time can help you more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning and more expertly see when a student is ready to dive from surface to deep.
  • That assessment-capable learners and their teachers select direct, dialogic, and independent learning approaches they know will help attain their shared learning goals.
  • That assessment-capable learners seek feedback from others, provide others with feedback, and monitor their learning from acquisition through consolidation to mastery.

Doug Fisher

Douglas Fisher is a Professor of Educational Leadership in the Department of Teacher Education at San Diego State University. He is co-founder and continues to be a teacher-leader at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer Award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe Award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design.

Nancy Frey and Douglas Fisher may be the two most prolific authors in the area of K-12 literacy education, with a following that includes tens of thousands of teachers and administrators. Across their more-than-a-dozen titles, they've addressed everything from how to raise rigor in reading, structure lessons with learning goals in mind, to how to implement formative assessment. Most recently, Douglas and Nancy coauthored with John Hattie, Visible Learning for Literacy, K-12, Teaching Literacy in the Visible Learning Classroom, K-5, and Teaching Literacy in the Visible Learning Classroom, 6-12. Few educators can match Douglas's breadth of expertise.