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E-raamat: How Learning Works: A Playbook

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(San Diego State University, USA), (San Diego State University, USA), (James Madison University, USA)
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 21-Jul-2021
  • Kirjastus: Corwin Press Inc
  • Keel: eng
  • ISBN-13: 9781071856659
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How Learning Works: A PlaybookSuurem pilt
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 21-Jul-2021
  • Kirjastus: Corwin Press Inc
  • Keel: eng
  • ISBN-13: 9781071856659
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"This playbook is about how learning works. How do students learn and how can we leverage this knowledge into great learning, through the design of our classrooms, learning experiences, and tasks? We want our students to effectively learn the content, skills, and understandings associated with the specific subject area of focus. From inferences in English Language Arts, deforestation in Environmental Science, perspective in Art, or spatial awareness in physical education, the range of topics and ideas isas diverse as the students in our classrooms. In addition, the content, skills, and understandings associated with each content area are not isolated from social, emotional, affective, and language learning. The characterization of learning as "reading, writing, and arithmetic" does not even come close to conceptualizing the highly complex, multidimensional, highly coveted outcome we strive for in our classrooms: flexible, durable, and useable learning"--

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!
Acknowledgments x
Introduction 1(10)
The Purpose of This Learning Playbook
3(1)
The Learning Plan With the Modules
3(4)
Learning Within the Modules
7(1)
Collaborating for Great Learning
7(4)
PART I
11(32)
1 What Does Learning Look Like in Your Classroom?
12(10)
A Definition of Learning
14(7)
Checks for Understanding
21(1)
2 What are Different Ways to Think About Learning?
22(7)
Three Different Types of Knowledge
24(3)
Three Parts of the Learning Process
27(1)
Checks for Understanding
28(1)
1 What are the Barriers to Learning?
29(8)
Acquisition
30(1)
Consolidation
31(1)
Storage
32(1)
Challenges to Learning by Design
33(3)
Checks for Understanding
36(1)
4 How Do Students Learn?
37(6)
Learning Myths
38(2)
The Science of Learning
40(2)
Checks for Understanding
42(1)
PART II
43(78)
5 Promising Principle 1: Motivation
44(10)
What Is Motivation?
45(2)
What Does This Principle or Practice Look Like in the Classroom?
47(3)
How Do We Implement This Principle and Practice Into Our Classrooms?
50(3)
Checks for Understanding
53(1)
6 Promising Principle 2: Attention
54(11)
What Is Attention?
55(2)
Factors Influencing Attention
57(2)
What Does This Principle or Practice Look Like in the Classroom?
59(2)
How Do We Implement This Principle and Practice Into Our Classrooms?
61(3)
Checks for Understanding
64(1)
7 Promising Principle 3: Elaborate Encoding
65(11)
What Is Elaborate Encoding?
67(1)
Components of Elaborate Encoding
68(2)
Approaches to Promoting Elaborate Encoding
70(1)
What Does This Principle or Practice Look Like in the Classroom?
71(1)
How Do We Implement This Principle and Practice Into Our Classrooms?
72(3)
Checks for Understanding
75(1)
8 Promising Principle 4: Retrieval and Practice
76(12)
What Is Retrieval and Practice?
78(2)
Timing of Retrieval
80(1)
Types of Retrieval Practice
81(1)
What Does This Principle or Practice Look Like in the Classroom?
82(1)
How Do We Implement This Principle and Practice Into Our Classrooms?
83(4)
Checks for Understanding
87(1)
9 Promising Principle 5: Cognitive Load
88(11)
What Is Cognitive Load?
89(5)
What Does This Principle or Practice Look Like in the Classroom?
94(1)
How Do We Implement This Principle and Practice Into Our Classrooms?
95(3)
Checks for Understanding
98(1)
10 Promising Principlc 6: Productivc Strugglc
99(11)
What Is Productive Struggle?
102(3)
What Does This Principle or Practice Look Like in the Classroom?
105(2)
How Do We Implement This Principle and Practice Into Our Classrooms?
107(2)
Checks for Understanding
109(1)
11 Promising Principlc 7: Feedback
110(11)
What Is Feedback and What Makes It Effective?
111(2)
What Does This Principle or Practice Look Like in the Classroom?
113(4)
How Do We Implement This Principle and Practice Into Our Classrooms?
117(2)
Checks for Understanding
119(1)
Where to Next?
120(1)
PART III
121(84)
12 Explicit Stratcgy Instruction
122(9)
The Gradual Release of Responsibility
125(2)
Effective Learning Practices
127(1)
A Return to Germane Cognitive Load
127(3)
Checks for Understanding
130(1)
13 Learning Strategy 1: Goal Setting
131(11)
The Benefits of Goal Setting
132(2)
Getting Ready for Goal Setting
134(3)
The Process of Goal Setting
137(4)
Checks for Understanding
141(1)
14 Learning Strategy 2: Integrating Prior Knowledge
142(13)
The Benefits of Integrating Prior Knowledge
144(2)
Getting Ready to Integrate Prior Knowledge
146(1)
A Process for Integrating Prior Knowledge
147(5)
Bonus Material: Annotated Reading
152(2)
Checks for Understanding
154(1)
15 Learning Strategy 3: Summarizing
155(11)
Essential Characteristics of Summarizing
158(1)
Getting Ready to Summarize
159(2)
A Process for the Explicit Instruction of Summarizing
161(4)
Checks for Understanding
165(1)
16 Learning Strategy 4: Mapping
166(15)
Three Different Ways to Map
167(6)
Getting Ready for Mapping
173(2)
A Process for the Explicit Instruction of Summarizing
175(3)
Checks for Understanding
178(3)
17 Learning Strategy 5: Self-Testing
181(10)
Benefits of Self-Testing
181(1)
What if Learners Make Mistakes?
182(1)
Getting Ready to Implement Self-Testing
183(1)
A Process for Implementing Self-Testing
184(4)
Bonus Material: Cooperative Learning
188(2)
Checks for Understanding
190(1)
18 Learning Strategy 6: Elaborative Interrogation
191(14)
Benefits of Elaborative Interrogation
193(3)
Getting Ready to Implement Elaborative Interrogation
196(1)
Bonus Material: Jigsaw
197(2)
A Process for Implementing Elaborative Interrogation
199(4)
Checks for Understanding
203(2)
PART IV
205(12)
19 Generating and Gathering Evidence
206(11)
Planning for Evaluation
207(1)
Success Criteria and Evaluation
208(2)
Planning to Gather Evidence
210(3)
Planning to Collect and Organize Evidence
213(2)
Making Sense of the Evidence
215(1)
Conclusion
215(2)
References 217(2)
Index 219(2)
About the Authors 221
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. Almarodes work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. 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.

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!







Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
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