Visible Learning for Social Studies, Grades K-12

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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. Julie Stern is the best-selling author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, Visible Learning for Social Studies, and Learning That Transfers. She is the thought leader behind the global workshop series Making Sense of Learning Transfer, and is a certified trainer in Visible Learning Plus. Her passion is synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. Julie moves internationally every few years with her husband, a US diplomat, and her two young sons. Her website is www.edtosavetheworld.com.Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

• List of FiguresList of VideosAbout the AuthorsAcknowledgmentsChapter 1. Laying the Groundwork for VISIBLE LEARNING® for Social StudiesThe Evidence BaseNoticing What WorksLearning From What WorksGeneral Learning PracticesConclusionChapter 2. Surface Learning in Social StudiesWhy Surface Learning Is EssentialSurface Acquisition and ConsolidationAcquisition of Social Studies Learning Made VisibleConsolidation of Social Studies Learning Made VisibleConclusionChapter 3. Deep Learning in Social StudiesMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Social Studies Learning Made VisibleDeep Consolidation of Social Studies Learning Made VisibleConclusionChapter 4. Teaching for Transfer in Social StudiesMoving From Deep Learning to TransferTypes of Transfer: Near and FarThe Paths of Transfer: Low-Road Hugging and High-Road BridgingSetting the Conditions for Transfer of LearningTeaching Students to Organize Conceptual KnowledgeTeaching Students to Transform Conceptual KnowledgeConclusionChapter 5. Determining Impact, Responding, and Knowing What Does Not WorkDetermining ImpactResponding When There Is Insufficient ImpactLearning From What Doesn’t WorkConclusionReferencesIndex

As I read this book I became increasingly aware of my own self-talk saying: ′yes, of course, that’s absolutely right, that’s what we must do, now I get it.′ The authors reassert a vital humanist approach to what, how and why students learn about their societies, history, culture and the wider world around them. It reminds us that we have a duty to prepare young minds for complex global challenges with a deep, critical and nuanced understanding.