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Visible Learning for Science, Grades K-12 : What Works Best to Optimize Student Learning by John et al. and John Almarode (2018, Book, Other)

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About this product

Product Identifiers

PublisherCorwin Press

ISBN-101506394183

ISBN-139781506394183

eBay Product ID (ePID)242664590

Product Key Features

Number of Pages216 Pages

LanguageEnglish

Publication NameVisible Learning for Science, Grades K-12 : What Works Best to Optimize Student Learning

Publication Year2018

SubjectGeneral, Teaching Methods & Materials / Science & Technology

TypeNot Available

AuthorJohn Et Al., John Almarode

Subject AreaReference, Education

FormatBook, Other

Dimensions

Item Height0.5 in

Item Weight15.6 Oz

Item Length9.1 in

Item Width7.4 in

Additional Product Features

LCCN2017-048734

ReviewsVisible Learning for Scienceis 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!, The authors havewritten 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 issorelevant 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., "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 "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

Dewey Edition23

Dewey Decimal372.35

Intended AudienceScholarly & Professional

Table Of ContentList 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

SynopsisIn 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., 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., In Visible Learning for Science, the authors reveal that it's not about which strategy to use, but when to use it, 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., This book guides teachers to 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.

LC Classification NumberLB1585.A466 2018