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Build students' confidence and competence with tutoring strategies
that spark meaningful, accelerated learning. Tutoring is much more
than telling students information. Effective tutoring begins with
the strong and caring relationship a tutor establishes with a
learner to build trust, fuel motivation, and drive critical
learning. How Tutoring Works distills the complexity of strategic
moves effective tutors make to build students' confidence and
competence. Harnessing decades of Visible Learning (R) research,
this easy to read, eye-opening guide details the six essential
components of any effective tutoring intervention-establishing a
relationship and credibility, addressing student confidence and
challenges, setting shared goals, helping a student learn how to
learn, teaching and learning content, and establishing a habit of
deliberate practice. Indispensable for any educator who intervenes
with students, this rich resource includes: Examples of impactful
tutoring conversations, including what to say and what not to say
when building a relationship with a learner. Specific approaches to
use when establishing credibility, addressing challenges to
learning, leveraging the relevance of knowledge, setting goals, and
ensuring practice. Learning strategies, with effect size, for
teaching and learning content, including specific strategies for
improving reading, writing, and mathematics. Tips and tools for
helping students develop powerful cognitive, metacognitive, and
affective study skills. Resources and advice for establishing an
effective and transformational tutoring program. Done well,
tutoring can repair a student's damaged relationship to learning,
address unrealized potential, and alter the course of a young
person's life. A strong and nurturing relationship between tutor
and learner is key.
Provide students a clear view of what success looks like for any
process, task, or product. What does success look like for your
students? How will they know if they have learned? This essential
component of teaching and learning can be difficult to articulate
but is vital to achievement for both teachers and students. The
Success Criteria Playbook catapults teachers beyond learning
intentions to define clearly what success looks like for every
student-whether face-to-face or in a remote learning environment.
Designed to be used collaboratively in grade-level, subject area
teams-or even on your own-the step-by-step playbook expands teacher
understanding of how success criteria can be utilized to maximize
student learning and better engage learners in monitoring and
evaluating their own progress. Each module is designed to support
the creation and immediate implementation of high-quality, high
impact success criteria and includes: * Templates that allow for
guided and independent study for teachers. * Extensive STEM-focused
examples from across the K-12 STEM curriculum to guide teacher
learning and practice. * Examples of success criteria applied
across learning domains and grades, including high school content,
skills, practices, dispositions, and understandings. Ensure equity
of access to learning and opportunity for all students by designing
and employing high-quality, high-impact success criteria that
connect learners to a shared understanding of what success looks
like for any given learning intention.
Provide the perfect structure and support to develop student
independence. Effective scaffolding leads to learner autonomy—but
too many educators have been airlifting students to right answers,
perpetuating a generation who don’t know how to learn. Yes, we
know the sweet spot for learning involves giving our students the
right blend of productive failure and productive success, but how
to do it is cloaked in misconceptions. How Scaffolding Works
unveils the essential moves and methods. Ten interactive modules
help every K-12 educator structure support in new ways, including
knowing how to: Gradually release responsibility to students
through intentional and purposeful scaffolding Design lessons and
experiences that attend to the affective, metacognitive, and
cognitive aspects of learning Collect data before, during, and
after learning, so we can place, move, and take away scaffolds with
greater intention Promote independence with front-end scaffolds,
distributed scaffolds, back-end scaffolds, peer scaffolds, and
fading scaffolds Use a blend of demonstration, modeling, coaching,
explaining, questioning and choice Promote purposeful practice—in
which learners knows where they’re going and how to get there
Perhaps we rush in to rescue learners because the world seems
fraught; we want to help our students reach the safety of academic
success. Our intentions are good, but it’s time to step back,
gradually and purposefully, and let them pilot their own learning.
First, let's commend ourselves: how in the midst of a pandemic we
faculty stepped up at record speed to teach in such a foreign
learning environment. Try we did, adapt we did, and learn we did.
But to be clear, and we already recognize this, this past spring
was less about distance learning and more about crisis teaching.
This time around we have the opportunity to be much more purposeful
and intentional, and that's where The Distance Learning Playbook
for College and University Instruction will prove absolutely
indispensable. Much more than a collection of cool tools and apps,
The Distance Learning Playbook for College and University
Instruction mobilizes decades of Visible Learning (R) research to
reveal those evidence-based strategies that work best in an online
environment. Supplemented by video footage and opportunities to
self-assess and reflect, the book addresses every dynamic that must
be in place for students to learn, even at a distance:
Faculty-student relationships from a distance Teacher credibility
from a distance Teacher clarity from a distance Engaging tasks from
a distance Planning learning experiences from a distance Feedback,
assessment, and grading from a distance Keeping the focus on
learning, from a distance or otherwise What does our post-COVID
future hold? "We suspect," Fisher, Frey, Almarode, and Hattie
write, "it will include increased amounts of distance learning. In
the meantime, let's seize on what we have learned to improve
post-secondary education in any format, whether face-to-face or
from a distance." "We are all still active faculty members,
committed to teaching, scholarship, and service. The unexpected
transition to remote learning doesn't mean we no longer know how to
teach. We can still impact the lives of our students and know that
we made a difference. The Distance Learning Playbook for College
and University Instruction will show you how." ~Douglas Fisher,
Nancy Frey, John Almarode, and John Hattie
Make learning visible in the early years Early childhood is a
uniquely sensitive time, when young learners are rapidly developing
across multiple domains, including language and literacy,
mathematics, and motor skills. Knowing which teaching strategies
work best and when can have a significant impact on a child's
development and future success. Visible Learning in Early Childhood
investigates the critical years between ages 3 and 6 and, backed by
evidence from the Visible Learning (R) research, explores seven
core strategies for learning success: working together as
evaluators, setting high expectations, measuring learning with
explicit success criteria, establishing developmentally appropriate
levels of learning, viewing mistakes as opportunities, continually
seeking feedback, and balancing surface, deep, and transfer
learning. The authors unpack the symbiotic relationship between
these seven tenets through Authentic examples of diverse learners
and settings Voices of master teachers from the US, UK, and
Australia Multiple assessment and differentiation strategies
Multidisciplinary approaches depicting mathematics, literacy, art
and music, social-emotional learning, and more Using the Visible
Learning research, teachers partner with children to encourage high
expectations, developmentally appropriate practices, the right
level of challenge, and a focus on explicit success criteria. Get
started today and watch your young learners thrive!
What makes a powerful and results-driven Professional Learning
Community (PLC)? The answer is collaborative work that expands the
emphasis on student learning and leverages individual teacher
efficacy into collective teacher efficacy. PLC+: Better Decisions
and Greater Impact by Design calls for strong and effective PLCs
plus-and that plus is YOU. Until now, the PLC movement has been
focused almost exclusively on students and what they were or were
not learning. But keeping student learning at the forefront
requires that we also recognize the vital role that you play in the
equation of teaching and learning. This means that PLCs must take
on two additional challenges: maximizing your individual expertise,
while harnessing the power of the collaborative expertise you can
develop with your peers. PLC+ is grounded in four cross-cutting
themes-a focus on equity of access and opportunity, high
expectations for all students, a commitment to building individual
self-efficacy and the collective efficacy of the professional
learning community and effective team activation and facilitation
to move from discussion to action. The PLC+ framework supports
educators in considering five essential questions as they work
together to improve student learning: Where are we going? Where are
we now? How do we move learning forward? What did we learn today?
Who benefited and who did not benefit? The PLC+ framework leads
educators to question practices as well as outcomes. It broadens
the focus on student learning to encompass educational equity and
teaching efficacy, and, in doing so, it leads educators to plan and
implement learning communities that maximize individual expertise
while harnessing the power of collaborative efficacy.
With How Feedback Works: A Playbook, learn to create a culture of
feedback in your classroom with the latest research on teaching,
engagement, and assessment.
It could happen in the morning during homework review. Or perhaps
it happens when listening to students as they struggle through a
challenging problem. Or maybe even after class, when planning a
lesson. At some point, the question arises: How do I influence
students' learning-what's going to generate that light bulb "aha"
moment of understanding? In this sequel to the megawatt best seller
Visible Learning for Mathematics, John Almarode, Douglas Fisher,
Nancy Frey, John Hattie, and Kateri Thunder help you answer that
question by showing how Visible Learning strategies look in action
in the mathematics classroom. Walk in the shoes of elementary
school teachers as they engage in the 200
micro-decisions-per-minute needed to balance the strategies, tasks,
and assessments seminal to high-impact mathematics instruction.
Using grade-leveled examples and a decision-making matrix, you'll
learn to Articulate clear learning intentions and success criteria
at surface, deep, and transfer levels Employ evidence to guide
students along the path of becoming metacognitive and self-directed
mathematics achievers Use formative assessments to track what
students understand, what they don't, and why Select the right task
for the conceptual, procedural, or application emphasis you want,
ensuring the task is for the right phase of learning Adjust the
difficulty and complexity of any task to meet the needs of all
learners It's not only what works, but when. Exemplary lessons,
video clips, and online resources help you leverage the most
effective teaching practices at the most effective time to meet the
surface, deep, and transfer learning needs of every student.
Translate the science of learning into strategies for maximum
learning impact in your classroom. The content, skills, and
understandings students need to learn today are as diverse,
complex, and multidimensional as the students in our classrooms.
How can educators best create the learning experiences students
need to truly learn? How Learning Works: A Playbook unpacks the
science of how students learn and translates that knowledge into
promising principles or practices that can be implemented in the
classroom or utilized by students on their own learning journey.
Designed to help educators create learning experiences that better
align with how learning works, each module in this playbook is
grounded in research and features prompts, tools, practice
exercises, and discussion strategies that help teachers to Describe
what is meant by learning in the local context of your classroom,
including identifying any barriers to learning. Adapt promising
principles and practices to meet the specific needs of your
students-particularly regarding motivation, attention, encoding,
retrieval and practice, cognitive load and memory, productive
struggle, and feedback. Translate research on learning into
learning strategies that accelerate learning and build students'
capacity to take ownership of their own learning-such as
summarizing, spaced practice, interleaved practice, elaborate
interrogation, and transfer strategies. Generate and gather
evidence of impact by engaging students in reciprocal teaching and
effective feedback on learning. Rich with resources that support
the process of parlaying scientific findings into classroom
practice, this playbook offers all the moves teachers need to
design learning experiences that work for all students!
Focused on engaging all students, Inclusive Teaching in the Early
Childhood Science Classroom walks readers through the process of
planning, developing, and implementing science instruction for
early learners. Drawing on a range of pedagogical processes and
approaches, this comprehensive text links science to other
disciplines and explores how we develop language, social-emotional,
and content learning through early childhood science. Each chapter
is framed around an essential question and features success
criteria and reflection tasks to guide readers through the content.
Aligned with the Next Generation Science Standards and addressing
the Interstate New Teacher Assessment and Support Consortium Model
Core Teaching Standards, this textbook is critical reading for
preservice teacher education students enrolled in an inclusive
early childhood or early childhood science methods course.
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.
Learn how the Visible Learning (R) research guides our planning and
teaching as we partner with families and colleagues to have the
greatest impact on the learning and development of young children.
Focused on engaging all students, Inclusive Teaching in the Early
Childhood Science Classroom walks readers through the process of
planning, developing, and implementing science instruction for
early learners. Drawing on a range of pedagogical processes and
approaches, this comprehensive text links science to other
disciplines and explores how we develop language, social-emotional,
and content learning through early childhood science. Each chapter
is framed around an essential question and features success
criteria and reflection tasks to guide readers through the content.
Aligned with the Next Generation Science Standards and addressing
the Interstate New Teacher Assessment and Support Consortium Model
Core Teaching Standards, this textbook is critical reading for
preservice teacher education students enrolled in an inclusive
early childhood or early childhood science methods course.
This book operationalizes Visible Learning's Teacher Clarity and
Student Expectations into five essential components: crafting
learning intentions and success criteria co-constructing learning
intentions and success criteria with learners creating
opportunities for students to respond (i.e., formative assessment)
effective feedback on and for learning students and teachers
sharing learning and progress
Turn good intentions into better outcomes-by design! Why leave
student success up to chance? By combining your intuition and
experience with the latest research on high-impact learning
practices, you can evolve your teaching from good to great and make
a lasting difference for your students. Organized around the DIIE
framework, Great Teaching by Design takes you step-by-step from
intention to implementation to accelerate the impact your teaching
has on student learning. Inside, you'll find: A deep dive into the
four stages of the DIIE model: Diagnosis and Discovery,
Intervention, Implementation, and Evaluation A fresh look at the
Visible Learning research, which identifies the most powerful
strategies for teaching and learning Stories of best practices in
action and examples from classrooms around the world Great teaching
may come by chance, but it will come by design. Whether you're new
to teaching or looking to give your instruction a boost, take up
the challenge and discover a new framework for teaching with true
intentionality.
In high-impact mathematics instruction, it's not only what works,
but when. This hands-on sequel to Visible Learning for Mathematics
puts visible learning strategies in action using grade-leveled
examples and a decision-making matrix.
In high-impact mathematics instruction, it's not only what works,
but when. This hands-on sequel to Visible Learning for Mathematics
puts visible learning strategies in action in high school
classrooms to help teachers leverage the most effective teaching
practices at the most effective time to meet the surface, deep, and
transfer learning needs of every student.
All On-Your-Feet Guide orders receive FREE SHIPPING! Use code
SHIPOYFG at check out. This guide provides a quick reference for
developing strong and effective PLCs through the "plus": YOU.
Supporting you, as a teacher, is the goal-as you build your
individual and collective efficacy, hold high expectations for all
students, ensure equity, and ultimately guide learning for students
and for your colleagues. The collaborative work of the PLC+ should
leverage teachers' individual efficacy into collective teacher
efficacy. Honoring each of these beliefs requires deliberate
practice and intentionality. On-Your-Feet Guides (OYFGs) provide
you with the ultimate "cheat sheet" to implement effective change
in your classroom while in the moment of teaching. Designed for
accessibility, and providing step-by-step guidance, the OYFGs are
written by experts who take research-based practices and make them
doable for the busy teacher. Each On-Your-Feet Guide is laminated,
8.5"x11" tri-fold (6 pages), and 3-hole punched. Use the
On-Your-Feet Guides When you know the "what" but need help with the
"how" As a quick reference to support a practice you learned in a
PD workshop or book To learn how to implement foundational
practices When you want to help your students learn a specific
strategy, routine, or approach, but aren't sure how to do it
yourself
The PLC+ Activator's Guide offers a practical approach and
real-life examples that show activators what to expect and how to
navigate a successful PLC journey.
What a year! Twelve months and counting since COVID expanded,
stretched, and blurred the boundaries of teaching and learning, at
least one thing has remained constant: our commitment as educators
to move learning forward. It's just the context that keeps
changing-why Doug Fisher, Nancy Frey, John Almarode, and Aleigha
Henderson-Rosser have created a follow-up to The Distance Learning
Playbook, their all-new Quick Guide to Simultaneous, Hybrid, and
Blended Learning. First, to be clear: simultaneous learning must
not be an additive, meaning we combine two entirely different
approaches and double our workload. That's unsustainable! Instead,
we must extract, integrate, and implement what works best from both
distance learning and face-to-face learning environments. Then and
only then-Doug, Nancy, John, and Aleigha insist-can we maximize the
learning opportunities for all of our students. To that end, The
Quick Guide to Simultaneous, Hybrid, and Blended Learning describes
how to: Have clarity about the most important learning outcomes for
our students. This will help us decide what is best done
asynchronously and what is best done with our "Roomies" and
"Zoomies." Capitalize on the potential of asynchronous learning and
use that valuable time to preview and review. This way we can draw
on evidence from these tasks to help us decide where to go next in
our teaching and our students' learning. Utilize synchronous
learning for collaborative learning and scaffolding of content,
skills, and essential understandings. In doing so, we can collect
additional evidence of students' learning so that we provide
feedback that moves learning forward. Establish norms for combining
synchronous and face-to-face environments in simultaneous learning.
Importantly, we have to set up the environment for our Roomies and
Zoomies to learn together. Develop learning experiences and tasks
that maximize learner engagement for all learners in all settings.
Focus on acceleration and learning recovery. In other words, no
more deficit thinking! Our students are where they are and there
are specific things that we can do to ensure their learning.
Implement the guide's many resources, strategies, and templates.
"None of us chose to be in a situation where some learners are
physically in our classrooms, while others attend virtually and
remotely," write Doug, Nancy, John, and Aleigha. "However, what we
hope to convey is that we've got this! While the context is
different, the principles behind clarity, planning, high-yield
strategies and interventions, student learning, and assessment hold
steady." This is where The Quick Guide to Simultaneous, Hybrid, and
Blended Learning will prove indispensable on this next leg of our
journey.
All On-Your-Feet Guide orders receive FREE SHIPPING! Use code
SHIPOYFG at check out. Developing learners who know where they are
in their learning, where they're going, and how to get there-in
other words, learners who are assessment-capable-is one of the
principal aims of Visible Learning. However, we cannot help
students be assessment-capable learners if teachers are not
assessment-capable themselves. Teachers create assessment-capable
learners through various targeted "moves" designed to: Increase
teacher clarity Use the right teaching strategies at the right time
Provide effective feedback to learners Model effective learning
strategies themselves On-Your-Feet Guides (OYFGs) provide you with
the ultimate "cheat sheet" to implement effective change in your
classroom while in the moment of teaching. Designed for
accessibility, and providing step-by-step guidance, the OYFGs are
written by experts who take research-based practices and make them
doable for the busy teacher. Each On-Your-Feet Guide is laminated,
8.5"x11" tri-fold (6 pages), and 3-hole punched. Use the
On-Your-Feet Guides When you know the "what" but need help with the
"how" As a quick reference to support a practice you learned in a
PD workshop or book To learn how to implement foundational
practices When you want to help your students learn a specific
strategy, routine, or approach, but aren't sure how to do it
yourself
Select the right task, at the right time, for the right phase of
learning Young students come to elementary classrooms with
different background knowledge, levels of readiness, and learning
needs. What works best to help K-2 students develop the tools to
become visible learners in mathematics? What works best for K-=-2
mathematics learning at the surface, deep, and transfer levels? In
this sequel to the megawatt bestseller Visible Learning for
Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John
Hattie, and Nancy Frey help you answer those questions by showing
how Visible Learning strategies look in action in K-2 mathematics
classrooms. Walk in the shoes of teachers as they mix and match the
strategies, tasks, and assessments seminal to making conceptual
understanding, procedural knowledge, and the application of
mathematical concepts and thinking skills visible to young students
as well as to you. Using grade-leveled examples and a
decision-making matrix, you'll learn to Articulate clear learning
intentions and success criteria at surface, deep, and transfer
levels Employ evidence to guide students along the path of becoming
metacognitive and self-directed mathematics achievers Use formative
assessments to track what students understand, what they don't, and
why Select the right task for the conceptual, procedural, or
application emphasis you want, ensuring the task is for the right
phase of learning Adjust the difficulty and complexity of any task
to meet the needs of all learners It's not only what works, but
when. Exemplary lessons, video clips, and online resources help you
leverage the most effective teaching practices at the most
effective time to meet the surface, deep, and transfer learning
needs of every K-2 student.
From Snorkelers to Scuba Divers in the Elementary Science
Classroom: Strategies and Lessons That Move Students Toward Deeper
Learning By John Almarode and Ann M. Miller. Inspire a deep and
lasting love of science in young students With so much attention
paid to student performance in science, it is imperative for
teacher to foster prolonged interest and deep conceptual
understanding from an early age. From Snorkelers to Scuba Divers
combines the latest findings in the science of learning with
student and teacher-tested techniques to provide the framework for
encouraging young learners to shed their snorkels and plunge into
the world of science. Readers will find: Evidence-based,
research-driven strategies that encourage both deep thinking and
conceptual understanding Classroom examples that demonstrate each
aspect of the standards-based instructional framework in action
Professional development tasks that provide teachers with support
in implementing strategies for students at all levels, from surface
to deep
All On-Your-Feet Guide orders receive FREE SHIPPING! Use code
SHIPOYFG at check out. Developing learners who know where they are
in their learning, where they're going, and how to get there-in
other words, learners who are assessment-capable-is one of the
principal aims of Visible Learning. Through videos and helpful
quick strategies, this On-Your-Feet Guide will help you build
learners' abilities to: Create their own learning goals
Co-construct success criteria Self-assess Seek and give feedback
On-Your-Feet Guides (OYFGs) provide you with the ultimate "cheat
sheet" to implement effective change in your classroom while in the
moment of teaching. Designed for accessibility, and providing
step-by-step guidance, the OYFGs are written by experts who take
research-based practices and make them doable for the busy teacher.
Each On-Your-Feet Guide is laminated, 8.5"x11" tri-fold (6 pages),
and 3-hole punched. Use the On-Your-Feet Guides When you know the
"what" but need help with the "how" As a quick reference to support
a practice you learned in a PD workshop or book To learn how to
implement foundational practices When you want to help your
students learn a specific strategy, routine, or approach, but
aren't sure how to do it yourself
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