Focused on engaging all students, Inclusive Teaching in the Early Childhood Science Classroom walks readers through the process of planning, developing, and implementing science instruction for early learners. Drawing on a range of pedagogical processes and approaches, this comprehensive text links science to other disciplines and explores how we develop language, social-emotional, and content learning through early childhood science. Each chapter is framed around an essential question and features success criteria and reflection tasks to guide readers through the content. Aligned with the Next Generation Science Standards and addressing the Interstate New Teacher Assessment and Support Consortium Model Core Teaching Standards, this textbook is critical reading for preservice teacher education students enrolled in an inclusive early childhood or early childhood science methods course.

Inclusive Teaching in the Early Childhood Science Classroom

Education & Teaching

Almarode, John T.

Schools & Teaching

Routledge

All On-Your-Feet Guide orders receive&nbsp;FREE SHIPPING!&nbsp;Use code&nbsp;SHIPOYFG&nbsp;at check out. This guide provides a quick reference for developing strong and effective PLCs through the "plus": YOU. Supporting you, as a teacher, is the goal--as you build your individual and collective efficacy, hold high expectations for all students, ensure equity, and ultimately guide learning for students and&nbsp;for your colleagues. The collaborative work of the PLC+ should leverage teachers' individual efficacy into collective teacher efficacy. Honoring each of these beliefs requires deliberate practice and intentionality.&nbsp; <div>&nbsp;</div> <div style="color: #151b26;">On-Your-Feet Guides (OYFGs) provide you with the ultimate "cheat sheet" to implement effective change in your classroom while in the moment of teaching. Designed for accessibility, and providing step-by-step guidance, the OYFGs are written by experts who take research-based practices and make them doable for the busy teacher.&nbsp;</div> <div style="color: #151b26;">Each On-Your-Feet Guide is laminated, 8.5"x11" tri-fold (6 pages), and 3-hole punched.</div> <div style="color: #151b26;">&nbsp;</div> Use the On-Your-Feet Guides <ul> <li data-extended-bullet="1" class="extended-bullet indent-1" data-indent="1" style="margin: 0px 0px 0px 30px; padding: 0px; border: 0px;">When you know the "what" but need help with the "how"</li> <li data-extended-bullet="1" class="extended-bullet indent-1" data-indent="1" style="margin: 0px 0px 0px 30px; padding: 0px; border: 0px;">As a quick reference to support a practice you learned in a PD workshop or book</li> <li data-extended-bullet="1" class="extended-bullet indent-1" data-indent="1" style="margin: 0px 0px 0px 30px; padding: 0px; border: 0px;">To learn how to implement foundational practices</li> <li data-extended-bullet="1" class="extended-bullet indent-1" data-indent="1" style="margin: 0px 0px 0px 30px; padding: 0px; border: 0px;">When you want to help your students learn a specific strategy, routine, or approach, but aren't sure how to do it yourself</li> </ul>

On-Your-Feet Guide: Understanding PLC+ (On-Your-Feet-Guides)

Fisher, Douglas

Frey, Nancy

Flories, Karen T.

Nagel, Dave

Corwin

If the purpose of teaching is to have an impact on student growth, how do we foster, nurture, and sustain the beliefs that represent how we are to have an impact on student growth? And if our beliefs represent how we are to have an impact on student growth, what does this look like in our schools and classrooms? Learning and becoming a teacher is a deliberate choice and takes deliberate practice. This book will ensure that teachers new to the Visible Learning research are well-versed in what works best to impact student learning. The role of teacher expectations, teacher credibility, collective efficacy, and developing assessment-capable visible learners will serve as a platform for making an impact in their future schools and classrooms.

Great Teaching by Design: From Intention to Implementation in the Visible Learning Classroom

HATTIE, JOHN

Bustamante, Vince

All On-Your-Feet Guide orders receive FREE SHIPPING! Use code SHIPOYFG at check out. The SOLO (Structure of the Observed Learning Outcome) Taxonomy is a way of classifying learning outcomes in terms of their complexity, enabling teachers to assess students' work in terms of its quality. SOLO is comparable to Bloom's and Webb's but many deem it more useful. SOLO classifies understanding into 5 levels: &nbsp; Prestructural: nothing is known about the topic or task Unistructural: one relevant aspect is known Multistructural: several relevant independent aspects are known Relational: aspects of knowledge are integrated into a structure Extended: demonstrating an abstract and deep understanding &nbsp; SOLO is a large part of Visible Learning, especially relating to Surface >Deep >Transfer. This OYFG supports VL as&nbsp;well as Almarode and Vandas&#8242;s&nbsp;Clarity for Learning.&nbsp; On-Your-Feet Guides (OYFGs) provide you with the ultimate "cheat sheet" to implement effective change in your classroom while in the moment of teaching. Designed for accessibility, and providing step-by-step guidance, the OYFGs are written by experts who take research-based practices and make them doable for the busy teacher.Each On-Your-Feet Guide is laminated, 8.5"x11" tri-fold (6 pages), and 3-hole punched.Use the On-Your-Feet Guides: &nbsp; ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; When you know the "what" but need help with the "how" ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; As a quick reference to support a practice you learned in a PD workshop or book ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; To learn how to implement foundational practices ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; When you want to help your students learn a specific strategy, routine, or approach, but aren't sure how to do it &nbsp;yourself

On-Your-Feet Guide: The SOLO Taxonomy (On-Your-Feet-Guides)

Business & Money

Product Description 
Make learning visible in the early years 
Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. 
Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through \nAuthentic examples of diverse learners and settings 
Voices of master teachers from the US, UK, and Australia 
Multiple assessment and differentiation strategies 
Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more\nUsing the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive! 
 Review 
" 
In their fascinating new book, 
Visible Learning in Early Childhood, Kateri Thunder, John Almarode, and John Hattie examine the studies that show which teaching practices have made the greatest impact on young learners in their early childhood classrooms. As readers, we gain insight into how these evidence-based practices are embedded in classroom instruction by learning from five early childhood educators who take us along their teaching journeys. This book is a beautiful, accessible blend of research and practice–where the research sets the foundation for teacher decision-making and comes alive in teachers’ enacted practices with young children." -- Brian Kissel Published On: 2021-05-14\n" 
Visible Learning\nin Early Childhood 
 provides an articulate and accessible argument for implementing evidence-based practices that will have the greatest effects on children’s learning. Grounded in seven core ideas from the research, the authors answer the question: What works best when? The authors unpack the research and then connect it to practical applications as they describe the research in action inside early childhood classrooms. This book is a must-read for early childhood educators, administrators, and professors." -- Lindsey Moses Published On: 2021-05-11 
 About the Author 
Kateri Thunder, Ph.D.\nserved as an inclusive, early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project (a National Writing Project site at the University of Virginia). Kateri is an author for Corwin′s Visible Learning for Mathematics Series, a member of NCTM′s Research Committee and of the Writing Across the Curriculum Research Team with Dr. Jane Hansen, co-author of The Promise of Qualitative Metasynthesis for Mathematics Education with Dr. Robert Berry, and co-creator of The Math Diet. Currently, Kateri has followed her passion back to the classroom. She teaches prekindergarten, serves as the PreK-4 Math Lead for Charlottesville City Schools, and works as an educational consultant. Kateri is happiest exploring the world with her best friend and husband, Adam, their daughter, Anna Rixey, and family. Kateri can be reached at .\nDr. John Almarode has worked with schools, classrooms, and teachers all over the world. John began his career teaching mathematics and science in Augusta County to a wide range of

Visible Learning in Early Childhood

Thunder, Kateri

Provide students a clear view of what success looks like for any process, task, or product.What does success look like for your students? How will they know if they have learned? This essential component of teaching and learning can be difficult to articulate but is vital to achievement for both teachers and students.&nbsp;The Success Criteria Playbook catapults teachers beyond learning intentions to define clearly what success looks like for every student--whether face-to-face or in a remote learning environment. Designed to be used collaboratively in grade-level, subject area teams--or even on your own--the step-by-step playbook expands teacher understanding of how success criteria can be utilized to maximize student learning and better engage learners in monitoring and evaluating their own progress. Each module is designed to support the creation and immediate implementation of high-quality, high impact success criteria and includes:* Templates that allow for guided and independent study for teachers.&nbsp;* Extensive STEM-focused examples from across the K-12 STEM curriculum to guide teacher learning and practice.&nbsp;* Examples of success criteria applied across learning domains and grades, including high school content, skills, practices, dispositions, and understandings. <div>&nbsp;</div>

The Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable

First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that's where&nbsp;The Distance Learning Playbook for College and University Instruction&nbsp;will prove absolutely indispensable. Much more than a collection of cool tools and apps,&nbsp;The Distance Learning Playbook for College and University Instruction&nbsp;mobilizes decades of&nbsp;Visible Learning®&nbsp;research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance: <ul> <li style="margin-bottom: 0.0001pt;">Faculty-student relationships from a distance</li> <li style="margin-bottom: 0.0001pt;">&nbsp;Teacher credibility from a distance</li> <li style="margin-bottom: 0.0001pt;">Teacher clarity from a distance</li> <li style="margin-bottom: 0.0001pt;">Engaging tasks from a distance</li> <li style="margin-bottom: 0.0001pt;">Planning learning experiences from a distance</li> <li style="margin-bottom: 0.0001pt;">Feedback, assessment, and grading from a distance</li> <li style="margin-bottom: 0.0001pt;">Keeping the focus on learning, from a distance or otherwise</li> </ul> What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance." "We are all still active faculty members, committed to teaching, scholarship, and service. The unexpected transition to remote learning doesn't mean we no longer know how to teach. We can still impact the lives of our students and know that we made a difference.&nbsp;The Distance Learning Playbook for College and University Instruction&nbsp;will show you how." ~Douglas Fisher, Nancy Frey, John Almarode, and John Hattie

The Distance Learning Playbook for College and University Instruction: Teaching for Engagement and Impact in Any Setting

Higher & Continuing Education

About the Author\nDouglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works. Doug loves being an educator and hopes to share that passion with others.\nNancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.\nAs a Fisher Frey Associate and author, Dr. Olivia Amador-Valerio is a certified Visible Learning for Literacy trainer, and has partnered with school districts across the United States with a focus on School Improvement Strategic Planning, Principal Leadership Development, Close and Critical Reading, Developing Assessment Capable Visible Learners, Teacher Clarity, School-wide Reading Initiatives, Data-based Decisions through the Professional Learning Community model, and English Language Development Design planning. One of her most notable accomplishments while she served as a principal with the Chula Vista Elementary School District, was receiving the National Center for Urban School Transformation (NCUST) Gold award in 2016. Dr. Amador’s work as a leader was also featured in Dr. Cathy Lassiter’s Corwin publication, “Everyday Courage for School Leaders” which speaks to how impactful her work was nationally. Through the implementation of instructional and transformative systems connected to “making learning visible”, the impact resulted in the development of effective teachers, improvement of student achievement and progress, and enhanced levels of family engagement.\nJoseph Assof is a high school and community college mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He leads his department’s reform efforts to align to the Common Core Standards – with a focus on high quality instruction. He is a member of the San Diego County Math Leaders Task Force, whose mission is to support every student in meeting the rigorous expectations of the Common Core. Joseph co-authored Teaching Mathematics in the Visible Learning Classroom, High School, Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, and The Teacher Clarity Playbook, and his classroom is featured in a number of Visible Learning for Mathematics, Grades K-12 videos.\nDr. John Almarode is a bestselling author and has worked with schools, classrooms, and teachers all over the world on the translation and application of the science of learning to the classroom, school, and home environments, and what works best in teaching and learning. He has done so in Australia, Canada, Egypt, England, Qatar, Saudi Arabia, Scotland, South Korea, Thailand and all across the United States.\nHe is an Associate Professor of Education in the College of Education. In 2015, John was awarded the inaugural Sarah Miller Luck Endowed Professorship. In 2021, John was honored with an Outstanding Faculty Award from the State Council for Higher Education in Virginia. At James Madison University, he continues to work with pre-service teachers and graduate students, as well as actively pursues his research interests

BUNDLE: Fisher: The Teacher Clarity Playbook + Almarode: The Success Criteria Playbook

Assof, Joseph

Amador, Olivia

What a year! Twelve months and counting since COVID expanded, stretched, and blurred the boundaries of teaching and learning, at least one thing has remained constant: our commitment as educators to move learning forward.&nbsp;It's just the context that keeps changing--why Doug Fisher, Nancy Frey, John Almarode, and Aleigha Henderson-Rosser have created a follow-up to&nbsp;The Distance Learning Playbook,&nbsp;their all-new&nbsp;Quick Guide to Simultaneous, Hybrid, and Blended Learning. First, to be clear: simultaneous learning must not be an additive, meaning we combine two entirely different approaches and double our workload. That's unsustainable! Instead, we must extract, integrate, and implement what works best from both distance learning and face-to-face learning environments. Then and only then--Doug, Nancy, John, and Aleigha insist--can we maximize the learning opportunities for&nbsp;all&nbsp;of our students. To that end,&nbsp;The Quick Guide to Simultaneous, Hybrid, and Blended Learning&nbsp;describes how to: <ul> <li>Have clarity&nbsp;about the most important learning outcomes for our students. This will help us decide what is best done asynchronously and what is best done with our "Roomies" and "Zoomies."</li> <li>Capitalize on the potential of asynchronous learning&nbsp;and use that valuable time to preview and review. This way we can draw on evidence from these tasks to help us decide where to go next in our teaching and our students' learning.</li> <li>Utilize synchronous learning&nbsp;for collaborative learning and scaffolding of content, skills, and essential understandings. In doing so, we can collect additional evidence of students' learning so that we provide feedback that moves learning forward.&nbsp;</li> <li>Establish norms&nbsp;for combining synchronous and face-to-face environments in simultaneous learning.&nbsp;Importantly, we have to set up the environment for our Roomies and Zoomies to learn together.</li> <li>Develop learning experiences and tasks that maximize learner engagement&nbsp;for all learners in all settings.</li> <li>Focus on acceleration and learning recovery.&nbsp;In other words, no more deficit thinking! Our students are where they are and there are specific things that we can do to ensure their learning.</li> <li>Implement the guide's many resources, strategies, and templates.</li> </ul> "None of us chose to be in a situation where some learners are physically in our classrooms, while others attend virtually and remotely,"&nbsp;write Doug, Nancy, John, and Aleigha.&nbsp;"However, what we hope to convey is that we've got this! While the context is different, the principles behind clarity, planning, high-yield strategies and interventions, student learning, and assessment hold steady."&nbsp;This is where&nbsp;The Quick Guide to Simultaneous, Hybrid, and Blended Learning&nbsp;will prove indispensable on this next leg of our journey.

The Quick Guide to Simultaneous, Hybrid, and Blended Learning

Politics & Social Sciences

Henderson-Rosser, Aleigha

Social Sciences

Product Description 
Build students’ confidence and competence with tutoring strategies that spark meaningful, accelerated learning. Tutoring is much more than telling students information. Effective tutoring begins with the strong and caring relationship a tutor establishes with a learner to build trust, fuel motivation, and drive critical learning. How Tutoring Works distills the complexity of strategic moves effective tutors make to build students’ confidence and competence. Harnessing decades of Visible Learning® research, this easy to read, eye-opening guide details the six essential components of any effective tutoring intervention―establishing a relationship and credibility, addressing student confidence and challenges, setting shared goals, helping a student learn how to learn, teaching and learning content, and establishing a habit of deliberate practice. Indispensable for any educator who intervenes with students, this rich resource includes: \nExamples of impactful tutoring conversations, including what to say and what not to say when building a relationship with a learner. 
Specific approaches to use when establishing credibility, addressing challenges to learning, leveraging the relevance of knowledge, setting goals, and ensuring practice. 
Learning strategies, with effect size, for teaching and learning content, including specific strategies for improving reading, writing, and mathematics. 
Tips and tools for helping students develop powerful cognitive, metacognitive, and affective study skills. 
Resources and advice for establishing an effective and transformational tutoring program.\nDone well, tutoring can repair a student’s damaged relationship to learning, address unrealized potential, and alter the course of a young person’s life. A strong and nurturing relationship between tutor and learner is key. 
 About the Author 
Nancy Frey, Ph.D., 
 is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.\nDouglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works. Doug loves being an educator and hopes to share that passion with others. \nDr. John Almarode has worked with schools, classrooms, and teachers all over the world. John began his career teaching mathematics and science in Augusta County 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. In addition to his time in PreK – 12 schools and classrooms, he is an Associate Professor and Executive Director of Teaching and Learning in the College of Education at James Madison University. At JMU, he works with pre service teachers and actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning. John and his colleagues ha

How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning

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