John Almarode

When John was 10-years-old, he walked down the hallways of Stuarts Draft Middle School to find his locker and classes on what he believed was a normal "back-to-school" night. However, the moment he walked through the door frame of Room 30, he met his sixth grade science teacher, Ms. Cross. From that moment on, he knew he wanted to be a teacher - not just any teacher, but a teacher as influential as Ms. Cross. That moment in Room 30 where he met Ms. Cross still fuels his drive as a teacher. Yet, his single greatest accomplishment, if asked, is his family. If you have ever worked with John via Zoom, WebEx, Google Meets, or Teams, you have almost certainly met each member of his immediate family through their impromptu cameo appearances. John lives in Waynesboro, Virginia with his wife Danielle, a  fellow educator, their two children, Tessa and Jackson, and Labrador retrievers, Bella, Dukes, and Ollie. Oh, and Tessa and Jackson affectionately call Ms. Cross, Grandma Sally.

John commits time to supporting the Arts by serving as a Board Member for the Wayne Theatre Alliance and volunteering at the Wayne Theatre.  Research is clear on the impact the visual and performing arts have on student growth, development, and learning in all domains (affective, social-emotional, psychomotor, and cognitive).  His son Jackson is active in local theatre, performing in multiple performances such as Matilda Jr., Nemo Jr., Madagascar Jr., SpongeBob the Musical, and Newsies, Jr.

Tessa is active in A.A.U. basketball, Augusta United Soccer, and the Kate Collins Middle School Band.  Yes folks, John and Dani are theatre parents, band parents, basketball parents, and soccer parents.  

Outside of being a husband and father, John 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 in worked with schools and teachers in Argentina, Australia, Canada, Colombia, Dubai, Egypt, England, Qatar, Saudi Arabia, Scotland, South Korea, Thailand and all across the United States.

John is a Professor of Education in the College of Education at James Madison University. 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. Most recently, he was named a Madison Scholar in the College of Education and awarded the Madison Vision Teaching Award.  At James Madison University, he continues to work with pre‑service teachers and graduate students, as well as actively pursues his research interests including the science of learning and the design and measurement of classroom environments that promote the greatest gains in student learning. 

John works closely with John Hattie’s Visible Learning research, The Visible Learning® research base represents more than 2,103 meta-analyses comprising more than 132,000 studies involving more than 300 million students around the world.  The Visible Learning research has identified more than 350 factors that influence student achievement.

The work of John and his colleagues has been presented to the United States Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy at The White House. 

John began his career in Augusta County, Virginia, teaching mathematics and science to a wide‑range of students.  Since then, John has authored multiple articles, reports, book chapters, and books. These books have now been translated into many different languages.  His more than two dozen books include Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), From Snorkelers to Scuba Divers (Corwin Press, 2018), both with Ann Miller, and Visible Learning for Science, with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018). He then finished a book focusing on clarity, Clarity for Learning, with Kara Vandas (Corwin Press, 2019), as well as Teaching Mathematics in the Visible Learning Classroom, Grades 6 - 8, and Teaching Mathematics in the Visible Learning Classroom, Grades 9 - 12 both with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), all with Corwin Press. Teaching Mathematics in the Visible Learning Classroom, Grades K - 2 and Teaching Mathematics in the Visible Learning Classroom, Grades 3 - 5 with the same author team plus Kateri Thunder hit the shelves in March of 2019. He is also the past co-editor of the Teacher Educator’s Journal. 

In 2019, John and his colleagues developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+.  Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning.  The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator’s Guide will support this work in schools and classrooms.  

John and his colleagues have also focused a lot of attention on the process of implementation – taking  evidence-based practices and moving them from intention to  implementation, potential to impact through a series of  on-your-feet-guides around PLCs,Visible Learning, Visible Teaching, and the SOLO Taxonomy. In light of the COVID-19 pandemic, John and his colleagues developed the Distance Learning Playbook for College and University Instruction (SAGE). In November of 2020, Student Learning Communities (ASCD) was released, followed by Great Teaching by Design (Corwin Press), The Success Criteria Playbook (Corwin), an educational textbook on teaching science in the inclusive early childhood classroom, Inclusive Teaching in the Early Childhood Science Classroom (Routledge), and A Quick Guide to Simultaneous, Hybrid, & Blended Learning (Corwin).

Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, How Feedback Works, and The Early Childhood Playbook were recently released by Corwin Press.

As we strive for the equity of access and opportunity for all students to highest level of learning possible, know how to scaffolding learning experiences and tasks is essential.  In February of 2023, John and his colleagues released their latest playbook, How Scaffolding Works.

Most recent projects include what works best in teaching and learning mathematics (The Mathematics Playbook), what’s new in teacher clarity (The Teacher Clarity Playbook, 2nd Edition), and how we, as teachers, evidence our impact on student learning. 

Upcoming projects include what’s new in teacher clarity, and how we, as teachers, evidence our impact on student learning, and the nature and value of struggle in the classroom.

Please join John and his colleagues in their learning journey through Twitter (@jtalmarode) or Facebook: Visible Learning Community.