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

Visible Learning for Science, Grades K-12

What Works Best to Optimize Student Learning
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.

Full description


Visible Learning for Science, Grades K-12 - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506394183
  • Published By: Corwin
  • Year: 2018
  • Page Count: 216
  • Publication date: February 21, 2018

Price: $41.95

Price: $41.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

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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 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 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 University and a member of the International Literacy Association’s Literacy Research Panel. Nancy has published in The Reading Teacher, Theory Into Practice, Reading Psychology, Early Childhood Education Journal, and Educational Leadership on research related to literacy, school leadership, and effective instruction. Current books include The Teaching Reading Playbook, Teaching Students to Drive Their Learning, Welcome to Teaching, and The PLC+ suite of books. In 2008 she was given the Early Career Achievement Award by the Literacy Research Association and is a member of the California Reading Hall of Fame. She is a credentialed special educator, reading specialist, and administrator in California, and is a co-founder and administrator at Health Sciences High and Middle College.

John Hattie photo

John 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

Price: $41.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

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