Visible Learning for Social Studies, Grades K-12

Designing Student Learning for Conceptual Understanding

Häftad, Engelska, 2020

Av John Hattie, Julie Stern, Douglas Fisher, Nancy Frey, Australia) Hattie, John (The University of Melbourne, USA) Fisher, Douglas (San Diego State University, USA) Frey, Nancy (San Diego State University

529 kr

Beställningsvara. Skickas inom 5-8 vardagar

Fri frakt för medlemmar vid köp för minst 249 kr.

Help students move from surface-level learning to the transfer of understanding.

How do social studies teachers maximize instruction to ensure students are prepared for an informed civic life? VISIBLE LEARNING^® for Social Studies, Grades K-12 shows how the field is more than simply memorizing dates and facts—it encapsulates the skillful ability to conduct investigations, analyze sources, place events in historical context, and synthesize divergent points of view.

The Visible Learning framework demonstrates that learning is not an event, but rather a process in which students move from surface-level learning to deep learning, and then onto the transfer of concepts, skills, and strategies. Encouraging learners to explore different facets of society, history, geography, and more, best practices for applying visible learning to social studies curriculum are presented through:

· A scaffolded approach, including surface-level learning, deep learning, and transfer of learning

· Examples of strategies, lessons, and activities best suited for each level of learning

· Planning tools, rubrics, and templates to guide instruction

Teachers must understand the impact they have on students and select approaches to maximize that impact. This book will guide you through the process of identifying the right strategy for the right time to successfully move students through surface, deep, and transfer learning.

Produktinformation

Utgivningsdatum2020-07-08
Mått187 x 231 x 14 mm
Vikt360 g
FormatHäftad
SpråkEngelska
SerieCorwin Teaching Essentials
Antal sidor192
Upplaga1
FörlagSAGE Publications
ISBN9781544380827

Tillhör följande kategorier

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, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. 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, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching!Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

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.