List of Figures
List of Videos
About the Authors
Acknowledgments
Chapter 1. Laying the Groundwork for VISIBLE LEARNING® for Social
Studies
The Evidence Base
Noticing What Works
Learning From What Works
General Learning Practices
Conclusion
Chapter 2. Surface Learning in Social Studies
Why Surface Learning Is Essential
Surface Acquisition and Consolidation
Acquisition of Social Studies Learning Made Visible
Consolidation of Social Studies Learning Made Visible
Conclusion
Chapter 3. Deep Learning in Social Studies
Moving From Surface to Deep
Deep Acquisition and Deep Consolidation
Deep Acquisition of Social Studies Learning Made Visible
Deep Consolidation of Social Studies Learning Made Visible
Conclusion
Chapter 4. Teaching for Transfer in Social Studies
Moving From Deep Learning to Transfer
Types of Transfer: Near and Far
The Paths of Transfer: Low-Road Hugging and High-Road Bridging
Setting the Conditions for Transfer of Learning
Teaching Students to Organize Conceptual Knowledge
Teaching Students to Transform Conceptual Knowledge
Conclusion
Chapter 5. Determining Impact, Responding, and Knowing What Does
Not Work
Determining Impact
Responding When There Is Insufficient Impact
Learning From What Doesn’t Work
Conclusion
References
Index
John Hattie, PhD, 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.
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*
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,*
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*
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*
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*
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*
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*
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*
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