Visible Learning for Science, Grades K-12
What Works Best to Optimize Student Learning
John T. Almarode
- James Madison University, USA
Douglas Fisher
- San Diego State University, USA
Nancy Frey
- San Diego State University, USA
John Hattie
- The University of Melbourne, Australia
Purchase
eBook
ISBN:
9781506394206
Available from
January 0001
Paperback
ISBN:
9781506394183
Available from
January 0001
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 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 so that students demonstrate more than a year’s worth of learning for a year spent in school.
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 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 so that students demonstrate more than a year’s worth of learning for a year spent in school.
Contents
List of Videos
List of Videos
Acknowledgments
Acknowledgments
About the Authors
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
References
Index
Index
Resources
Companion Website
http://resources.corwin.com/vl-scienceDescription
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 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 so that students demonstrate more than a year’s worth of learning for a year spent in school.
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 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 so that students demonstrate more than a year’s worth of learning for a year spent in school.
Contents
List of Videos
List of Videos
Acknowledgments
Acknowledgments
About the Authors
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
References
Index
Index
Resources
Companion Website
http://resources.corwin.com/vl-scienceReviews
Visible Learning for Science, Grades K-12
What Works Best to Optimize Student Learning
February 2018 | 216 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781506394183 | $42.95 |
| Lifetime | 01/01/2025 | 9781506394206 | $39.00 |
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 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 so that students demonstrate more than a year’s worth of learning for a year spent in school.
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 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 so that students demonstrate more than a year’s worth of learning for a year spent in school.
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
Recent Product Reviews:
“The authors have written a book with research to support that various learning techniques are effective at different times. Its lack of ‘an all or nothing’ approach truly impresses. This book reminds teachers to make relevance obvious when teaching science standards and that mistakes are necessary for learning to occur. It is so relevant in today’s school climate and is an easy read for busy teachers who are trying to do the best they can for their students.”
Mandy Frantti, Teacher, Munising Public Schools, Munising Public Schools
“Visible Learning for Science is a great science methods text with its many, many great examples and excellent inclusion of research. I would definitely use this book in the classroom!”
Dr. Rita Hagevik, Associate Professor and Graduate Director of Science Education, University of North Carolina at Pembroke, University of North Carolina at Pembroke