This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting ...
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).
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 ...
This book guides teachers to the right instructional approach to use at each learning phase so all students demonstrate more than a year′s worth of science learning per school year.
This book features extensive, interactive appendices containing study guide questions to encourage critical thinking, annotated endnotes with recommendations for further reading and links to YouTube and relevant websites.
Journal for Research in Mathematics Education, 35(2), 81–116. Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, Grades 4–10. Portland, ME: Stenhouse.
Stanovich, K. E. (1999). Who is rational? Studies of individual differences in read. Mahwah, NJ: Erlbaum. Stricht, T. G., & James, J. H. (1984). Listening and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), ...
Journal of Cognition and Development, 10(3), 188–209. Heerey, E. A., & Velani, H. (2010). Implicit learning of social predictions. Journal of Experimental Social Psychology, 46(3), 577–581. Helt, M. S., Eigsti, I., Snyder, P. J., ...
Mara Krechevsky is a senior researcher at Project Zero at the Harvard Graduate School of Education. ... Mara is the author of Project Spectrum: Preschool Assessment Handbook, a coauthor of Making Learning Visible: Children as Individual ...
Phonics instruction 365 Curricula Wagner 1988 366 Curricula Fukkink & de Glopper 1998 16 12 1998 17 367 Curricula Metsala , Stanovich & Bronn 368 Curricula Miller 1999 18 70 369 Curricula Bus & van IJzendoorn 1999 370 Curricula Jeynes ...