Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding

by John Hattie, Julie Stern, Douglas Fisher, Nancy Frey

Overview

Help students move from surface-level learning to the transfer of understanding.

How do social studies teachers maximize instruction to ensure students are prepared for an informed civic life? This book shows how the field is more than simply memorizing dates and facts—it encapsulates the skillful ability to conduct investigations, analyze sources, place events in historical context, and synthesize divergent points of view. Best practices for applying visible learning are presented through:

· A scaffolded approach including surface-level learning, deep learning, and transfer of learning

· Examples of strategies, lessons, and activities best suited for each level of learning

· Planning tools, rubrics, and templates to guide instruction

Product Details

ISBN-13:	9781544380827
Publisher:	SAGE Publications
Publication date:	05/08/2020
Series:	Corwin Teaching Essentials
Edition description:	New Edition
Pages:	192
Sales rank:	115,316
Product dimensions:	9.00(w) x 7.40(h) x 0.30(d)

About the Author

John Hattie, Ph D, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.

Julie Stern is the best-selling author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, Visible Learning for Social Studies, and Learning That Transfers. She is the thought leader behind the global workshop series Making Sense of Learning Transfer, and is a certified trainer in Visible Learning Plus. Her passion is synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. Julie moves internationally every few years with her husband, a US diplomat, and her two young sons. Her website is www.edtosavetheworld.com.

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.

Table of Contents

List of Figures xiii

List of Videos xvi

About the Authors xviii

Acknowledgments xxi

Chapter 1 Laying the Groundwork for VISIBLE LEARNING® for Social Studies 1

The Evidence Base 5

Effect Sizes 6

Noticing What Works 8

Learning From What Works 11

Teacher Credibility 11

Teacher-Student Relationships 12

Teacher Expectations 14

General Learning Practices 19

1 Challenge 20

2 Self-Efficacy 21

3 Learning Intentions With Success Criteria 23

Conclusion 30

Chapter 2 Surface Learning in Social Studies 33

Why Surface Learning Is Essential 36

Surface Acquisition and Consolidation 40

Acquisition of Social Studies

Learning Made Visible 42

Leveraging Prior Know/edge 43

Vocabulary Instruction 45

Word and Concept Cards 47

Concept Sorts 50

Teacher Modeling 52

Wide Reading 53

Note-Taking 55

Consolidation of Social Studies

Learning Made Visible 58

Annotating Text 58

Rehearsal and Memorization Through

Spaced Practice 61

Receiving Feedback 63

Collaborative Learning With Peers 64

Conclusion 66

Chapter 3 Deep Learning in Social Studies 69

Moving From Surface to Deep 72

Deep Acquisition and Deep Consolidation 77

Deep Acquisition of Social Studies Learning Made Visible 79

Graphic Organizers and Concept Maps 81

Class Discussion and Questioning 84

Close Reading 89

Deep Consolidation of Social Studies Learning Made Visible 91

Metacognitive Strategies 93

Self-Questioning 94

1 Provide Questions 95

2 Teach Students to Ask Their Own Questions 95

Reciprocal Teaching 97

Feedback to the Learner 99

Conclusion 103

Chapter 4 Teaching for Transfer in Social Studies 105

Moving From Deep Learning to Transfer 107

Types of Transfer: Near and Far 108

The Paths of Transfer: Low-Road Hugging and High-Road Bridging 109

Setting the Conditions for Transfer of Learning 113

Teaching Students to Organize Conceptual Knowledge 114

Identifying Similarities and Differences 115

Reading Across Documents 116

Jigsaw 119

Teaching Students to Transform Conceptual Knowledge 120

Debates 120

Extended Writing 122

Conclusion 125

Chapter 5 Determining Impact, Responding, and Knowing What Does Not Work 127

Determining Impact 128

Pre-Assessment 130

Post-Assessment 131

Regularly Checking for Understanding 135

Responding When There Is Insufficient Impact 136

Response to Intervention 137

Screening 137

Quality Core Instruction 139

Progress Monitoring 140

Supplemental and Intensive Interventions 141

Learning From What Doesn't Work 145

Grade-Level Retention 146

Ability Grouping 146

Matching Learning Styles With Instruction 148

Test Prep 149

Homework 150

Conclusion 151

References 153

Index 159

Editorial Reviews

As a nationwide movement grows to provide greater support for K-12 social studies education, books like this provide first-hand, data-driven recommendations for how educators can enhance student learning in this space. If you are part of the effort to improve social studies education in this country, you should read this book.

Julie Silverbrook

This book is a wonderful addition to any busy teacher or curriculum writer’s library. Meant for K-12, it is easy to read and implementable at any point in the year. The strategies provided teach students to utilize their background knowledge but dare to think critically in unfamiliar situations.

Heather Giustiniani

This is that unicorn of education books; it combines compelling classroom stories with accessible, relevant information about the research undergirding the change ideas. It is rich with resources and tools that teachers can use to make immediate changes in their units, but more than that, it will inspire teachers to pursue their own change ideas and research as they work to create just and equitable classroom communities.

Angela Wilcox

Visible Learning for Social Studies is an instructional treasure trove for teachers of social studies. The authors offer practical, usable and specific instructional strategies that work best at the surface, deep and transfer phases of learning with examples from kindergarten to grade 12. In today’s world of mass media, social studies lessons must engage students in learning at deeper levels and help them develop a fluency in critical literacy skills. With that purpose, this book is a must-have, must-use text for all social studies teachers.

Cathy J. Lassiter

Visible Learning for Social Studies will inspire teachers, guide curriculum coordinators and instructional coaches, and will help educators bring transfer and thinking back into the humanities classroom. This book will help humanities teaches rediscover the value of their subject and will revitalize their approach to designing learning.

J. Rafael Ángel

While most books on educational pedagogy focus on areas outside of social studies, Visible Learning for Social Studies takes John Hattie’s critical work and makes it accessible for social studies teachers. The authors provide a clear and practical guide to implementing the most effective, evidence-based teaching strategies that will engage your social studies students. This book is a must-read for social studies teachers of all grade levels.

Kevin Lopuck

Having a resource like this – with so many applicable strategies and examples – will assert a conversation around social studies education in my division. This resource aligns with our division’s goal of more rigorous and relevant assessment, paired with appropriate feedback.

Vince Bustamante

As I read this book I became increasingly aware of my own self-talk saying: 'yes, of course, that’s absolutely right, that’s what we must do, now I get it.' The authors reassert a vital humanist approach to what, how and why students learn about their societies, history, culture and the wider world around them. It reminds us that we have a duty to prepare young minds for complex global challenges with a deep, critical and nuanced understanding.

Neville Kirton

Visible Learning for Social Studies is an essential addition to the learning library of all social studies educators who are looking to connect research-based best practices with the different ways we engage our students in learning. Best of all, the research is clearly connected to classroom-ready examples that give K-12 teachers the support they need to implement the ideas from the book in order to best support moving their student learning forward. I would highly recommend this book to social studies educators at all grade levels as it cleanly synthesizes decades of research into usable examples based on the different learning levels (surface, deep, and transfer), with support around understanding the importance of the research and the impact in your own classroom.

Joe Schmidt

Visible Learning for Social Studies will inspire teachers, guide curriculum coordinators and instructional coaches, and will help educators bring transfer and thinking back into the humanities classroom. This book will help humanities teaches rediscover the value of their subject and will revitalize their approach to designing learning.

J. Rafael Ángel