- Häftad (Paperback)
- Antal sidor
- Stern, Julie / Fisher, Douglas / Frey, Nancy
- 234 x 188 x 10 mm
- Antal komponenter
- 363 g
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Visible Learning for Social Studies, Grades K-12
Designing Student Learning for Conceptual Understandingav John Hattie359Skickas inom 5-8 vardagar.
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Help students move from surface-level learning to the transfer of understanding.
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How do social studies teachers maximize instruction to ensure students are prepared for an informed civic life? This bookshows 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. Best practices for applying visible learning 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
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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.
This book is a wonderful addition to any busy teacher or curriculum writer’s library. Meant for K-12, it is easy to read and implementable at any point in the year. The strategies provided teach students to utilize their background knowledge but dare to think critically in unfamiliar situations.
Visible Learning for Social Studies will inspire teachers, guide curriculum coordinators and instructional coaches, and will help educators bring transfer and thinking back into the humanities classroom. This book will help humanities teaches rediscover the value of their subject and will revitalize their approach to designing learning.
This is that unicorn of education books; it combines compelling classroom stories with accessible, relevant information about the research undergirding the change ideas. It is rich with resources and tools that teachers can use to make immediate changes in their units, but more than that, it will inspire teachers to pursue their own change ideas and research as they work to create just and equitable classroom communities.
While most books on educational pedagogy focus on areas outside of social studies, Visible Learning for Social Studies takes John Hattie’s critical work and makes it accessible for social studies teachers. The authors provide a clear and practical guide to implementing the most effective, evidence-based teaching strategies that will engage your social studies students. This book is a must-read for social studies teachers of all grade levels.
Having a resource like this – with so many applicable strategies and examples – will assert a conversation around social studies education in my division. This resource aligns with our division’s goal of more rigorous and relevant assessment, paired with appropriate feedback.
Visible Learning for Social Studies is an instructional treasure trove for teachers of social studies. The authors offer practical, usable and specific instructional strategies that work best at the surface, deep and transfer phases of learning with examples from kindergarten to grade 12. In today’s world of mass media, social studies lessons must engage students in learning at deeper levels and help them develop a fluency in critical literacy skills. With that purpose, this book is a...
John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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, most recently, 10 Mindframes for Visible Learning.Julie Stern is an author, trainer and instructional coach, supporting schools in transforming teaching and learning around the globe. Her depth and breadth of knowledge combined with her vision and contagious energy make her an in-demand facilitator in many areas including visible learning, concept-based curriculum, differentiated classrooms and formative assessments. Julie is the author of Tools for Teaching Conceptual Understanding, is certified in researcher John Hattie's Visible Learning as well as H. Lynn Erickson's Concept-Based Curriculum and Instruction. She is a James Madison Constitutional Scholar and taught social studies for many years in DC and Louisiana. Julie previously served as the director of public policy and curriculum innovation at the Cesar Chavez Public Charter Schools in Washington, DC, where she led the revision of curriculum in all subject areas grades 6 12. Her email is: firstname.lastname@example.org and her blog is http://www.edtosavetheworld.com/
Douglas Fisher, Ph.D., is Pro...
List of Figures List of Videos About the Authors Acknowledgments Chapter 1. Laying the Groundwork for VISIBLE LEARNING (R) for Social Studies The Evidence Base Noticing What Works Learning From What Works General Learning Practices Conclusion Chapter 2. Surface Learning in Social Studies Why Surface Learning Is Essential Surface Acquisition and Consolidation Acquisition of Social Studies Learning Made Visible Consolidation of Social Studies Learning Made Visible Conclusion Chapter 3. Deep Learning in Social Studies Moving From Surface to Deep Deep Acquisition and Deep Consolidation Deep Acquisition of Social Studies Learning Made Visible Deep Consolidation of Social Studies Learning Made Visible Conclusion Chapter 4. Teaching for Transfer in Social Studies Moving From Deep Learning to Transfer Types of Transfer: Near and Far The Paths of Transfer: Low-Road Hugging and High-Road Bridging Setting the Conditions for Transfer of Learning Teaching Students to Organize Conceptual Knowledge Teaching Students to Transform Conceptual Knowledge Conclusion Chapter 5. Determining Impact, Responding, and Knowing What Does Not Work Determining Impact Responding When There Is Insufficient Impact Learning From What Doesn't Work Conclusion References Index