How Learning Works

John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.Douglas Fisher is a 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, leadership, 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 of 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.

Easy to understand, yet covers many important concepts. Spiral binding constitutes its use over many years, hopefully.

• AcknowledgmentsINTRODUCTIONThe Purpose of This Learning PlaybookThe Learning Plan With the ModulesLearning Within the ModulesCollaborating for Great LearningPART ICHAPTER 1. WHAT DOES LEARNING LOOK LIKE IN YOUR CLASSROOM?A Definition of LearningChecks for UnderstandingCHAPTER 2. WHAT ARE DIFFERENT WAYS TO THINK ABOUT LEARNING?Three Different Types of KnowledgeThree Parts of the Learning ProcessChecks for UnderstandingCHAPTER 3. WHAT ARE THE BARRIERS TO LEARNING?AcquisitionConsolidationStorageChallenges to Learning by DesignChecks for UnderstandingCHAPTER 4. HOW DO STUDENTS LEARN?Learning MythsThe Science of LearningChecks for UnderstandingPART IICHAPTER 5. PROMISING PRINCIPLE 1: MOTIVATIONWhat Is Motivation?What Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingCHAPTER 6. PROMISING PRINCIPLE 2: ATTENTIONWhat Is Attention?Factors Influencing AttentionWhat Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingCHAPTER 7. PROMISING PRINCIPLE 3: ELABORATE ENCODINGWhat Is Elaborate Encoding?Components of Elaborate EncodingApproaches to Promoting Elaborate EncodingWhat Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingCHAPTER 8. PROMISING PRINCIPLE 4: RETRIEVAL AND PRACTICEWhat Is Retrieval and Practice?Timing of RetrievalTypes of Retrieval PracticeWhat Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingCHAPTER 9. PROMISING PRINCIPLE 5: COGNITIVE LOADWhat Is Cognitive Load?What Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingCHAPTER 10. PROMISING PRINCIPLE 6: PRODUCTIVE STRUGGLEWhat Is Productive Struggle?What Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingCHAPTER 11. PROMISING PRINCIPLE 7: FEEDBACKWhat Is Feedback and What Makes It Effective?What Does This Principle or Practice Look Like in the Classroom?How Do We Implement This Principle and Practice Into Our Classrooms?Checks for UnderstandingWhere to Next?PART IIICHAPTER 12. EXPLICIT STRATEGY INSTRUCTIONThe Gradual Release of ResponsibilityEffective Learning PracticesA Return to Germane Cognitive LoadChecks for UnderstandingCHAPTER 13. LEARNING STRATEGY 1: GOAL SETTINGThe Benefits of Goal SettingGetting Ready for Goal SettingThe Process of Goal SettingChecks for UnderstandingCHAPTER 14. LEARNING STRATEGY 2: INTEGRATING PRIOR KNOWLEDGEThe Benefits of Integrating Prior KnowledgeGetting Ready to Integrate Prior KnowledgeA Process for Integrating Prior KnowledgeBonus Material: Annotated ReadingChecks for UnderstandingCHAPTER 15. LEARNING STRATEGY 3: SUMMARIZINGEssential Characteristics of SummarizingGetting Ready to SummarizeA Process for the Explicit Instruction of SummarizingChecks for UnderstandingCHAPTER 16. LEARNING STRATEGY 4: MAPPINGThree Different Ways to MapGetting Ready for MappingA Process for the Explicit Instruction of SummarizingChecks for UnderstandingCHAPTER 17. LEARNING STRATEGY 5: SELF-TESTINGBenefits of Self-TestingWhat if Learners Make Mistakes?Getting Ready to Implement Self-TestingA Process for Implementing Self-TestingBonus Material: Cooperative LearningChecks for UnderstandingCHAPTER 18. LEARNING STRATEGY 6: ELABORATIVE INTERROGATIONBenefits of Elaborative InterrogationGetting Ready to Implement Elaborative InterrogationBonus Material: JigsawA Process for Implementing Elaborative InterrogationChecks for UnderstandingPART IVCHAPTER 19. GENERATING AND GATHERING EVIDENCEPlanning for EvaluationSuccess Criteria and EvaluationPlanning to Gather EvidencePlanning to Collect and Organize EvidenceMaking Sense of the EvidenceConclusionReferencesIndexAbout the Authors