Members of the Curriculum & Instruction Team, along with board members from the Teaching & Learning Committee, attended the Visible Learning for Literacy Institute on July 13, 2016. The focuses of the Institute included:

  • Understanding the three phases of learning and the unique importance of each:
    • surface,
    • deep,
    • transfer
  • Learning which literacy practices have the greatest impact on student growth (and which have the least) and how to implement high impact practices at the right phase in a student’s learning
  • Developing a plan for measuring one’s impact on literacy learning.

The foundation of the Institute was based on Hattie’s 2009 synthesis of over 800 meta-analyses.

“Nearly all the things teachers do work when we ask what improves student achievement. But only a few things work at ensuring that students gain a full year’s worth of growth for a year of enrollment in school, and we think it’s time we focused on what works, what doesn’t work, and what can’t hurt.” (Fisher, D., Frey, N., & Hattie, J. (2016). Visible Learning for Literacy. Thousand Oaks, CA: Corwin.)

The attendees continue to dig into the research presented to determine impact and implementation in the Ames schools, including sharing our learning with others, including the Word Study Team.