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!
... Principles for Smart Teaching Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman ... WHAT STRATEGIES DOES THE RESEARCH SUGGEST? dents lack key prerequisite skills, you might opt to devote.
Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today.
How Tutoring Works distills the complexity of strategic moves effective tutors make to build students’ confidence and competence.
Discusses the best methods of learning, describing how rereading and rote repetition are counterproductive and how such techniques as self-testing, spaced retrieval, and finding additional layers of information in new material can enhance ...
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.
Guaranteed success for the co-taught classroom For the increasing number of teachers working in co-taught classrooms, this book provides practical ideas for defining teacher roles, planning lessons, providing effective instruction, and ...
Written for both general and special educators from grades Pre-K through 12, What Really Works with Universal Design for Learning is the how-to guide for implementing aspects of Universal Design Learning (UDL) to help every student be ...
Hattie and Yates (2014) described this as System 2 learning, in contrast to System 1, or surface, learning: System 1 is fast and responds with immediacy; System 2 entails using time to “stop, look, listen, and focus” (Stanovich, 1999).
Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. Chi, M. T., De Leeuw, N., Chiu, M. H., ...
Carmen speaks Spanish at home; in school, she usually says one- or two-word phrases in English or combinations of English and Spanish phrases with English-speaking peers while speaking Spanish with Ms. Bullock and her Spanish-speaking ...