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Visible Learning for Science, Grades K-12 : What Works Best to Optimize Student Learning - John T. Almarode

Visible Learning for Science, Grades K-12

What Works Best to Optimize Student Learning

Paperback Published: 18th June 2018
ISBN: 9781506394183
Number Of Pages: 216

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In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from - inquiry, laboratory, project-based learning, discovery learning - which is most effective for student success?  In Visible Learning for Science, the authors reveal that it's not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie's cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences.

Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle: Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry. Deep learning: when students engage with data and evidence to uncover relationships between concepts - students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections. Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems.

Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year's worth of learning for a year spent in school.

Industry Reviews

"The authors have written a book with research to support that various learning techniques are effective at different times. Its lack of 'an all or nothing' approach truly impresses. This book reminds teachers to make relevance obvious when teaching science standards and that mistakes are necessary for learning to occur. It is so relevant in today's school climate and is an easy read for busy teachers who are trying to do the best they can for their students."

-- Mandy Frantti, Teacher, Munising Public Schools

"Visible Learning for Science is a great science methods text with its many, many great examples and excellent inclusion of research. I would definitely use this book in the classroom!"

-- Dr. Rita Hagevik, Associate Professor and Graduate Director of Science Education, University of North Carolina at Pembroke

Chapter 1
The Evidence Base
Effect Sizes
Noticing What Works Best in Science
Challenging Tasks
Strategic Thinking
Teacher Clarity
Learning Intentions
Success Criteria
Chapter 2
Surface Learning
Teacher Clarity in Surface Learning
Selecting Tasks that Make Surface Science Learning Visible
Science Content Knowledge
Science Process Skills
Chapter 3
Deep Learning
Teacher Clarity in Deep Learning
Selecting Tasks that Make Deep Science Learning Visible
Science Content Knowledge
Science Process Skills
Chapter 4
Transfer Learning
Types of Transfer
Ways to Support Transfer
Teacher Clarity in Transfer Learning
Selecting Tasks that Make Transfer Science Learning Visible
Science Content Knowledge
Science Process Skills
Chapter 5
Know Thy Impact
Effect Sizes
Calculating Effect Sizes in Science
Formative Assessment
What Does Not Work

ISBN: 9781506394183
ISBN-10: 1506394183
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 216
Published: 18th June 2018
Publisher: SAGE Publications Inc
Country of Publication: US
Dimensions (cm): 23.1 x 18.7  x 1.91
Weight (kg): 0.43
Edition Number: 1

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Nancy Frey

About the Author

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. 

Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.

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Douglas B. Fisher

About the Author

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education.

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John T. Almarode

About the Author

Dr. John Almarode has worked with schools, classrooms, and teachers all over the world. John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments. He has worked with hundreds of school districts and thousands of teachers across the world. The work of John and his colleagues has been presented to the United States Congress, The United States Department of Education, as well as the Office of Science and Technology Policy at The White House. John has authored multiple articles, reports, book chapters, and books.

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John Hattie

About the Author

Professor John Hattie is an award-winning education researcher and best-selling author with over 25 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of over 25 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible LearningVisible Learning for TeachersVisible Learning and the Science of How We Learn, and Visible Learning for Mathematics, Grades K-12

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