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? This book 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. Best practices for applying visible learning are presented through: · A scaffolded approach including surface-level learning, deep learning, and transfer of…mehr
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? This book 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. 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
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.
Inhaltsangabe
List of Figures List of Videos About the Authors Acknowledgments Chapter 1. Laying the Groundwork for VISIBLE LEARNING® 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
List of Figures List of Videos About the Authors Acknowledgments Chapter 1. Laying the Groundwork for VISIBLE LEARNING® 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
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