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Visible Learning in Early Childhood
By: Kateri Thunder, John Taylor Almarode, John Allan Hattie
- Grade Level: PreK-12
- ISBN: 9781071825686
- Published By: Corwin
- Year: 2021
- Page Count: 272
- Publication date: October 05, 2021
Price: $35.95
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Description
Make learning visible in the early years
Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success.
Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through
- Authentic examples of diverse learners and settings
- Voices of master teachers from the US, UK, and Australia
- Multiple assessment and differentiation strategies
- Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more
Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive!
Key features
Currently, thirty-nine states plus the District of Columbia offer some form of voluntary Universal Pre-K, but not every child is eligible. In order to be considered universal, the program must be offered to all children, no matter the circumstances.
State-funded Pre-K programs currently serve 22 percent of four-year-olds and 3 percent of three-year-olds in the U.S.
Nationally, about 70 percent of children in state-funded Pre-K are served in a school setting. For-profit and non-profit childcare centers, Head Start centers, and faith-based providers serve the other 30 percent.
Florida, Georgia, and Oklahoma are the only states that currently make Pre-K available to all four-year-olds.
The District of Columbia, Illinois, Iowa, Louisiana, New York, and West Virginia have multi-year plans to implement Pre-K for all four-year- olds.
Twelve states have no state-funded Pre-K program.
NAEYC, the country's largest organization dedicated to the education of young children, has 60,000 members.
Author(s)
Kateri Thunder
Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. Previously, Kateri served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Kateri then followed her passion back into the classroom where she spent each day learning with her Prekindergartners and coaching coaches. Kateri researches, writes, and presents on equity and access in early childhood and mathematics education and the intersection of literacy and mathematics for teaching and learning. She has partnered with thousands of educators to catalyze change in their classrooms, centers, and schools. Kateri is chair of NCTM’s Research Committee, co-creator of The Math Diet, and a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood.
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.
John Allan Hattie
Table of Contents
List of Videos
Acknowledgments
About the Authors
INTRODUCTION
WHAT WORKS BEST
VISIBLE LEARNING
THE POTENTIAL FOR IMPACT
WHAT WORKS BEST WHEN
HOW THIS BOOK WORKS
CHAPTER 1. TEACHING WITH CLARITY IN EARLY CHILDHOOD
FOUR-YEAR-OLDS AT WORK
VISIBLE LEARNERS
TEACHER CLARITY
SURFACE, DEEP, AND TRANSFER LEARNING
PROFILES OF FIVE EDUCATORS
INSIDE MS. DAVIS’S DISTANCE LEARNING CLASSROOM
CHAPTER 2. VISIBLE LEARNING IN EARLY CHILDHOOD PLAYFUL LEARNING
EFFECTIVE PLAYFUL LEARNING IN EARLY CHILDHOOD
MS. DEMCHAK AND SORTING
MS. BULLOCK AND OCCUPATIONS
MR. HEATON AND ANIMAL HABITATS
MS. DAVIS AND DISTANCE PLAYFUL LEARNING
TIPS AND CONSIDERATIONS FOR PLAYFUL LEARNING
CHAPTER 3. VISIBLE LEARNING IN EARLY CHILDHOOD MATHEMATICS
EFFECTIVE MATHEMATICS LEARNING IN EARLY CHILDHOOD
MS. DEMCHAK AND NUMBERS
MS. BULLOCK AND MEASUREMENT
MR. HEATON AND GEOMETRY
MS. DAVIS AND DISTANCE LEARNING IN MATHEMATICS
MATHEMATICS AND PLAYFUL LEARNING
CHAPTER 4. VISIBLE LEARNING IN EARLY CHILDHOOD LITERACY
EFFECTIVE LITERACY LEARNING IN EARLY CHILDHOOD
MS. DEMCHAK AND OUR NAMES
MS. BULLOCK AND LISTS
MR. HEATON AND ANANSI THE TRICKSTER SPIDER
MS. DAVIS AND DISTANCE LEARNING IN LITERACY
LITERACY AND PLAYFUL LEARNING
CHAPTER 5. VISIBLE LEARNING AND UNDERSTANDING THE WORLD IN EARLY CHILDHOOD
EFFECTIVE LEARNING TO UNDERSTAND THE WORLD IN EARLY CHILDHOOD
MS. DEMCHAK AND STEM CHALLENGES
MS. BULLOCK AND BEING A SCIENTIST
MR. HEATON AND MAPS
MS. DAVIS AND DISTANCE LEARNING TO UNDERSTAND THE WORLD
UNDERSTANDING THE WORLD AND PLAYFUL LEARNING
CHAPTER 6. VISIBLE LEARNING IN EARLY CHILDHOOD SOCIAL AND EMOTIONAL DEVELOPMENT
EFFECTIVE SOCIAL AND EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD
MS. DEMCHAK AND PERSPECTIVES
MR. HEATON AND GOAL SETTING
MS. DAVIS AND DISTANCE SOCIAL-EMOTIONAL LEARNING
SOCIAL AND EMOTIONAL DEVELOPMENT THROUGHOUT THE DAY
CHAPTER 7. VISIBLE LEARNING IN EARLY CHILDHOOD CREATIVE ARTS AND MOTOR SKILL DEVELOPMENT
EFFECTIVE ARTS AND MOTOR LEARNING IN EARLY CHILDHOOD
MS. DEMCHAK AND FAMILY PORTRAITS
MS. BULLOCK AND STORYTELLING
MS. DAVIS AND DISTANCE LEARNING IN ART, MUSIC, AND MOTOR SKILLS
ARTS AND MOTOR DEVELOPMENT IN PLAYFUL LEARNING
CHAPTER 8. KNOWING YOUR IMPACT: EVALUATING LEARNING PROGRESS
VISIBLE LEARNERS
EFFECTIVELY COMMUNICATING CLARITY FOR VISIBLE LEARNING
ENGAGING AND RIGOROUS TASKS FOR VISIBLE LEARNING
FORMATIVE EVALUATION FOR VISIBLE LEARNING
FEEDBACK FOR VISIBLE LEARNING
MS. DAVIS AND STUDENT-LED CONFERENCES IN DISTANCE LEARNING
CONCLUSION
Appendix: Effect Sizes
References
Index
Reviews
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"Visible Learning in Early Childhood provides an articulate and accessible argument for implementing evidence-based practices that will have the greatest effects on children’s learning. Grounded in seven core ideas from the research, the authors answer the question: What works best when? The authors unpack the research and then connect it to practical applications as they describe the research in action inside early childhood classrooms. This book is a must-read for early childhood educators, administrators, and professors."Lindsey Moses
Associate Professor, Arizona State University
"In their fascinating new book, Visible Learning in Early Childhood, Kateri Thunder, John Almarode, and John Hattie examine the studies that show which teaching practices have made the greatest impact on young learners in their early childhood classrooms. As readers, we gain insight into how these evidence-based practices are embedded in classroom instruction by learning from five early childhood educators who take us along their teaching journeys. This book is a beautiful, accessible blend of research and practice–where the research sets the foundation for teacher decision-making and comes alive in teachers’ enacted practices with young children."Brian Kissel
Professor and Director of Elementary Education, Vanderbilt University