This book guides teachers to the right instructional approach to use at each learning phase so all students demonstrate more than a year's worth of science learning per school year.
This book guides teachers to the right instructional approach to use at each learning phase so all students demonstrate more than a year's worth of science learning per school year.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. John Almarode is a bestselling author and an Associate 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. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode¿s work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic. Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021.
Inhaltsangabe
List of Videos Acknowledgments About the Authors Introduction Chapter 1. Science Learning Made Visible Visible Learning Surface, Deep, and Transfer Challenging Tasks Science Is More Than Demonstrations and Labs The Role of Social Skills in Science Teacher Clarity Conclusion Reflection Questions Chapter 2. Science Surface Learning Made Visible Surface Learning in Science Selecting Science Tasks That Promote Surface Learning Surface Learning in Science Made Visible Scientific Processes and Thinking Feedback Conclusion Reflection Questions Chapter 3. Science Deep Learning Made Visible Deep Learning in Science Selecting Science Tasks That Promote Deep Learning Deep Learning in Science Made Visible Scientific Processes and Thinking Feedback Conclusion Reflection Questions Chapter 4. Science Transfer Learning Made Visible Transfer Learning Types of Transfer: Near and Far The Paths for Transfer: Low-Road Hugging and High-Road Bridging Managing Misconceptions Conditions Necessary for Transfer Learning Selecting Science Tasks That Promote Transfer Learning Helping Students Transform Scientific Understanding Scientific Processes and Thinking Feedback Conclusion Reflection Questions Chapter 5. Science Learning Made Visible Through Evaluation Determining Impact Calculating the Effect Size Selecting Evaluations That Promote Response to Intervention in the Science Classroom Learning From What Doesn't Work Conclusion Reflection Questions References Index
List of Videos Acknowledgments About the Authors Introduction Chapter 1. Science Learning Made Visible Visible Learning Surface, Deep, and Transfer Challenging Tasks Science Is More Than Demonstrations and Labs The Role of Social Skills in Science Teacher Clarity Conclusion Reflection Questions Chapter 2. Science Surface Learning Made Visible Surface Learning in Science Selecting Science Tasks That Promote Surface Learning Surface Learning in Science Made Visible Scientific Processes and Thinking Feedback Conclusion Reflection Questions Chapter 3. Science Deep Learning Made Visible Deep Learning in Science Selecting Science Tasks That Promote Deep Learning Deep Learning in Science Made Visible Scientific Processes and Thinking Feedback Conclusion Reflection Questions Chapter 4. Science Transfer Learning Made Visible Transfer Learning Types of Transfer: Near and Far The Paths for Transfer: Low-Road Hugging and High-Road Bridging Managing Misconceptions Conditions Necessary for Transfer Learning Selecting Science Tasks That Promote Transfer Learning Helping Students Transform Scientific Understanding Scientific Processes and Thinking Feedback Conclusion Reflection Questions Chapter 5. Science Learning Made Visible Through Evaluation Determining Impact Calculating the Effect Size Selecting Evaluations That Promote Response to Intervention in the Science Classroom Learning From What Doesn't Work Conclusion Reflection Questions References Index
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