DOUG FISHER - SESSION #1
Doug Fisher is an authority on close reading. Even though we have both taught close reading lessons and helped other teachers implement this reading strategy in their classrooms, we learned A LOT from his sessions. More info can be accessed at his website at http://fisherandfrey.com/.
Important take-aways from the awesome Doug Fisher:
1. Students need different reading strategies and instruction at any given time. Some, not all, need more instruction in phonics, fluency practice, comprehension strategies. Although challenging, teachers should be responsive to the specific needs of their students and adjust instruction accordingly.
2. The research is clear….close reading increases student achievement! Keeping in mind that an effect size greater than 0.4 results in more than a year’s growth in a year’s time, effect sizes related to close reading are as follows: repeated reading 0.67, study skills 0.59.
3. The most popular types of reading instruction include: Focused reading (read-aloud with modeling), guided reading (reading with teacher), and independent (alone).
Fisher says that thinking is invisible. For students to know how to process, analyze and think deeply about reading, we MUST model our thinking, especially during focused reading.
4. When kids work together, they can successfully work on more complex, rigorous tasks.
5. In purpose drive instruction, students should know the purpose AND the success criteria. (Consider posting success criteria along with or instead of daily learning objectives.)
6. Leaders, during walkthrough observations, do not ask students “What are you doing?” rather ask, “What are you learning?”
7. Rigor can be an elusive, ill-defined “edu-speak” word. Fisher says rigor is a balance between difficulty (which requires effort) and complexity (which requires thinking).
8. Fisher says that children do not learn from teachers they do not like. And research supports this. Teacher-student relationships have an effect size of 0.72.
Susan Dewees, Ed.D. is an administrator at a large middle school. She also served as a Turnaround Team Coordinator for a public school district in Louisiana. She has 20 years of experience in public school education, and special education is one of her specialties.
Erin Stokes, Ed.D. is a Title I Instructional Coordinator for a public school district in Louisiana. She has over 10 years of experience as a teacher and instructional coach. She is also an adjuct professor at Louisiana College. She loves students, teachers, and most of all--learning.
Becky Pippen, Ed.D. is currently serving as principal of a large middle school in Louisiana. She has over 20 years experience in educational leadership. She is passionate about improving the teacher workforce so that all students have the quality of instruction they deserve.