Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning / Edition 1

Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning / Edition 1

ISBN-10:
1506394183
ISBN-13:
9781506394183
Pub. Date:
03/23/2018
Publisher:
SAGE Publications
ISBN-10:
1506394183
ISBN-13:
9781506394183
Pub. Date:
03/23/2018
Publisher:
SAGE Publications
Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning / Edition 1

Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning / Edition 1

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Overview

Inquiry, laboratory, project-based learning, discovery learning—which science instructional approach is most effective? In Visible Learning for Science, the authors reveal that it’s not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with John Hattie’s cornerstone educational research, this book empowers you to plan, develop, and implement high-impact instruction at each phase so all students demonstrate more than a year’s worth of learning for every year in school.

Product Details

ISBN-13: 9781506394183
Publisher: SAGE Publications
Publication date: 03/23/2018
Edition description: New Edition
Pages: 216
Sales rank: 235,509
Product dimensions: 7.30(w) x 9.10(h) x 0.70(d)

About the Author

Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode's work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic.

Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works , Visible Learning in Early Childhood , and How Learning Works, all with Corwin Press, were released in 2021.

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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.

Table of Contents

List of Videos
Acknowledgments
About the Authors
Introduction
Chapter 1. Science Learning Made Visible
Visible Learning
Surface, Deep, and Transfer
Challenging Tasks
Science Is More Than Demonstrations and Labs
The Role of Social Skills in Science
Teacher Clarity
Conclusion
Reflection Questions
Chapter 2. Science Surface Learning Made Visible
Surface Learning in Science
Selecting Science Tasks That Promote Surface Learning
Surface Learning in Science Made Visible
Scientific Processes and Thinking
Feedback
Conclusion
Reflection Questions
Chapter 3. Science Deep Learning Made Visible
Deep Learning in Science
Selecting Science Tasks That Promote Deep Learning
Deep Learning in Science Made Visible
Scientific Processes and Thinking
Feedback
Conclusion
Reflection Questions
Chapter 4. Science Transfer Learning Made Visible
Transfer Learning
Types of Transfer: Near and Far
The Paths for Transfer: Low-Road Hugging and High-Road Bridging
Managing Misconceptions
Conditions Necessary for Transfer Learning
Selecting Science Tasks That Promote Transfer Learning
Helping Students Transform Scientific Understanding
Scientific Processes and Thinking
Feedback
Conclusion
Reflection Questions
Chapter 5. Science Learning Made Visible Through Evaluation
Determining Impact
Calculating the Effect Size
Selecting Evaluations That Promote
Response to Intervention in the Science Classroom
Learning From What Doesn’t Work
Conclusion
Reflection Questions
References
Index
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