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Visible Learning for Science, Grades K-12 - Book Cover
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Visible Learning for Science, Grades K-12

What Works Best to Optimize Student Learning

By: John Taylor Almarode, Douglas Fisher, Nancy Frey, John Allan Hattie

Discover the right instructional approach to use at each learning phase so all students demonstrate more than a year’s worth of science learning per school year.
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506394183
  • Published By: Corwin
  • Year: 2018
  • Page Count: 216
  • Publication date: March 09, 2018

Price: $41.95

Price: $41.95
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Description

Description

In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success?  

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 over fifteen years of John Hattie’s cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle:  

Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry.  

Deep learning: when students engage with data and evidence to uncover relationships between concepts—students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections.  

Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems.

Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year’s worth of learning for a year spent in school. 

Key features

  • video clips will illustrate the topics in science classrooms at elementary, middle, and high school levels [NEED TO DISCUSS VIDEO]
  • includes planning tools, rubrics, and templates
  • includes how-to's for planning pre and post assessments as well as alternate forms of assessment such as PBA 
Author(s)

Author(s)

John Taylor Almarode photo

John Taylor Almarode


Dr. John Almarode is a bestselling author and has worked with schools, classrooms, and teachers all over the world on the translation and application of the science of learning to the classroom, school, and home environments, and what works best in teaching and learning. He has done so in Australia, Canada, Egypt, England, Qatar, Saudi Arabia, Scotland, South Korea, Thailand and all across the United States.

He is an Associate Professor of Education in the College of Education. In 2015, John was awarded the inaugural Sarah Miller Luck Endowed Professorship. In 2021, John was honored with an Outstanding Faculty Award from the State Council for Higher Education in Virginia. At James Madison University, he continues to work with pre-service teachers and graduate students, as well as actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning.

The work of John and his colleagues has been presented to the United States Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy at The White House.

John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, John has authored multiple articles, reports, book chapters, and eleven books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), From Snorkelers to Scuba Divers (Corwin Press, 2018), both with Ann Miller, and Visible Learning for Science, with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018). He recently finished a book focusing on clarity, Clarity for Learning, with Kara Vandas (Corwin Press, 2019), as well as Teaching Mathematics in the Visible Learning Classroom, Grades 6 - 8, and Teaching Mathematics in the Visible Learning Classroom, Grades 9 - 12 both with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), all with Corwin Press. Teaching Mathematics in the Visible Learning Classroom, Grades K - 2 and Teaching Mathematics in the Visible Learning Classroom, Grades 3 - 5 with the same author team plus Kateri Thunder hit the shelves in March of 2019. He is also the past co-editor of the Teacher Educator’s Journal.

In 2019, John and his colleagues developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+. Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning. The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator’s Guide will support this work in schools and classrooms.

John and his colleagues have also focused a lot of attention on the process of implementation – taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs,Visible Learning, Visible Teaching, and the SOLO Taxonomy. In light of the COVID-19 pandemic, John and his colleagues developed the Distance Learning Playbook for College and University Instruction (SAGE). In November of 2020, Student Learning Communities (ASCD) was released, followed by Great Teaching by Design (Corwin Press), The Success Criteria Playbook (Corwin), an educational textbook on teaching science in the inclusive early childhood classroom, Inclusive Teaching in the Early Childhood Science Classroom (Routledge), and A Quick Guide to Simultaneous, Hybrid, & Blended Learning (Corwin).

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 photo

Douglas Fisher

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 photo

Nancy Frey

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 Allan Hattie photo

John Allan Hattie

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

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


Reviews

Reviews