Overview

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!

Full Product Details

Author:   John T. Almarode (James Madison University, USA) ,  Douglas Fisher (San Diego State University, USA) ,  Nancy Frey (San Diego State University, USA)
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Weight:   0.670kg
ISBN:  

9781071856635

ISBN 10:   1071856634
Pages:   240
Publication Date:   14 February 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Spiral bound
Publisher's Status:   Active
Availability:   In stock  
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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

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Author Information

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. Douglas Fisher 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 a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

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