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How Learning Works John T. Almarode

How Learning Works By John T. Almarode

How Learning Works by John T. Almarode

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How Learning Works Summary

How Learning Works: A Playbook by John T. Almarode

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!

About John T. Almarode

Dr. John Almarode is a bestselling author and has worked with schools, classrooms, and teachers all over the world on the translation and application of the science of learning to the classroom, school, and home environments, and what works best in teaching and learning. He has done so in Australia, Canada, Egypt, England, Qatar, Saudi Arabia, Scotland, South Korea, Thailand and all across the United States. He is an Associate Professor of Education in the College of Education. In 2015, John was awarded the inaugural Sarah Miller Luck Endowed Professorship. In 2021, John was honored with an Outstanding Faculty Award from the State Council for Higher Education in Virginia. At James Madison University, he continues to work with pre-service teachers and graduate students, as well as actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning. The work of John and his colleagues has been presented to the United States Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy at The White House. John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, John has authored multiple articles, reports, book chapters, and eleven books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), From Snorkelers to Scuba Divers (Corwin Press, 2018), both with Ann Miller, and Visible Learning for Science, with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018). He recently finished a book focusing on clarity, Clarity for Learning, with Kara Vandas (Corwin Press, 2019), as well as Teaching Mathematics in the Visible Learning Classroom, Grades 6 - 8, and Teaching Mathematics in the Visible Learning Classroom, Grades 9 - 12 both with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), all with Corwin Press. Teaching Mathematics in the Visible Learning Classroom, Grades K - 2 and Teaching Mathematics in the Visible Learning Classroom, Grades 3 - 5 with the same author team plus Kateri Thunder hit the shelves in March of 2019. He is also the past co-editor of the Teacher Educator's Journal. In 2019, John and his colleagues developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+. Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning. The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator's Guide will support this work in schools and classrooms. John and his colleagues have also focused a lot of attention on the process of implementation - taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs,Visible Learning, Visible Teaching, and the SOLO Taxonomy. In light of the COVID-19 pandemic, John and his colleagues developed the Distance Learning Playbook for College and University Instruction (SAGE). In November of 2020, Student Learning Communities (ASCD) was released, followed by Great Teaching by Design (Corwin Press), The Success Criteria Playbook (Corwin), an educational textbook on teaching science in the inclusive early childhood classroom, Inclusive Teaching in the Early Childhood Science Classroom (Routledge), and A Quick Guide to Simultaneous, Hybrid, & Blended Learning (Corwin). 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. Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works. Doug loves being an educator and hopes to share that passion with others. Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association's Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

Table of Contents

Acknowledgments INTRODUCTION The Purpose of This Learning Playbook The Learning Plan With the Modules Learning Within the Modules Collaborating for Great Learning PART I CHAPTER 1. WHAT DOES LEARNING LOOK LIKE IN YOUR CLASSROOM? A Definition of Learning Checks for Understanding CHAPTER 2. WHAT ARE DIFFERENT WAYS TO THINK ABOUT LEARNING? Three Different Types of Knowledge Three Parts of the Learning Process Checks for Understanding CHAPTER 3. WHAT ARE THE BARRIERS TO LEARNING? Acquisition Consolidation Storage Challenges to Learning by Design Checks for Understanding CHAPTER 4. HOW DO STUDENTS LEARN? Learning Myths The Science of Learning Checks for Understanding PART II CHAPTER 5. PROMISING PRINCIPLE 1: MOTIVATION What 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 Understanding CHAPTER 6. PROMISING PRINCIPLE 2: ATTENTION What Is Attention? Factors Influencing Attention What Does This Principle or Practice Look Like in the Classroom? How Do We Implement This Principle and Practice Into Our Classrooms? Checks for Understanding CHAPTER 7. PROMISING PRINCIPLE 3: ELABORATE ENCODING What Is Elaborate Encoding? Components of Elaborate Encoding Approaches to Promoting Elaborate Encoding What Does This Principle or Practice Look Like in the Classroom? How Do We Implement This Principle and Practice Into Our Classrooms? Checks for Understanding CHAPTER 8. PROMISING PRINCIPLE 4: RETRIEVAL AND PRACTICE What Is Retrieval and Practice? Timing of Retrieval Types of Retrieval Practice What Does This Principle or Practice Look Like in the Classroom? How Do We Implement This Principle and Practice Into Our Classrooms? Checks for Understanding CHAPTER 9. PROMISING PRINCIPLE 5: COGNITIVE LOAD What 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 Understanding CHAPTER 10. PROMISING PRINCIPLE 6: PRODUCTIVE STRUGGLE What 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 Understanding CHAPTER 11. PROMISING PRINCIPLE 7: FEEDBACK What 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 Understanding Where to Next? PART III CHAPTER 12. EXPLICIT STRATEGY INSTRUCTION The Gradual Release of Responsibility Effective Learning Practices A Return to Germane Cognitive Load Checks for Understanding CHAPTER 13. LEARNING STRATEGY 1: GOAL SETTING The Benefits of Goal Setting Getting Ready for Goal Setting The Process of Goal Setting Checks for Understanding CHAPTER 14. LEARNING STRATEGY 2: INTEGRATING PRIOR KNOWLEDGE The Benefits of Integrating Prior Knowledge Getting Ready to Integrate Prior Knowledge A Process for Integrating Prior Knowledge Bonus Material: Annotated Reading Checks for Understanding CHAPTER 15. LEARNING STRATEGY 3: SUMMARIZING Essential Characteristics of Summarizing Getting Ready to Summarize A Process for the Explicit Instruction of Summarizing Checks for Understanding CHAPTER 16. LEARNING STRATEGY 4: MAPPING Three Different Ways to Map Getting Ready for Mapping A Process for the Explicit Instruction of Summarizing Checks for Understanding CHAPTER 17. LEARNING STRATEGY 5: SELF-TESTING Benefits of Self-Testing What if Learners Make Mistakes? Getting Ready to Implement Self-Testing A Process for Implementing Self-Testing Bonus Material: Cooperative Learning Checks for Understanding CHAPTER 18. LEARNING STRATEGY 6: ELABORATIVE INTERROGATION Benefits of Elaborative Interrogation Getting Ready to Implement Elaborative Interrogation Bonus Material: Jigsaw A Process for Implementing Elaborative Interrogation Checks for Understanding PART IV CHAPTER 19. GENERATING AND GATHERING EVIDENCE Planning for Evaluation Success Criteria and Evaluation Planning to Gather Evidence Planning to Collect and Organize Evidence Making Sense of the Evidence Conclusion References Index About the Authors

Additional information

GOR013167888
9781071856635
1071856634
How Learning Works: A Playbook by John T. Almarode
John T. Almarode
Used - Very Good
Hardback
SAGE Publications Inc
2022-02-14
240
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us

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