Great Teaching by Design

From Intention to Implementation in the Visible Learning Classroom
1. Auflage 2021
ISBN: 978-1-0718-1833-6
Verlag: SAGE Publications Inc

Buch, Englisch, 128 Seiten, Format (B × H): 178 mm x 251 mm, Gewicht: 264 g

Turn good intentions into better outcomes—by design!

Why leave student success up to chance? By combining your intuition and experience with the latest research on high-impact learning practices, you can evolve your teaching from good to great and make a lasting difference for your students.

Organized around the DIIE framework, Great Teaching by Design takes you step-by-step from intention to implementation to accelerate the impact your teaching has on student learning. Inside, you’ll find:

- A deep dive into the four stages of the DIIE model: Diagnosis and Discovery, Intervention, Implementation, and Evaluation

- A fresh look at the Visible Learning research, which identifies the most powerful strategies for teaching and learning

- Stories of best practices in action and examples from classrooms around the world

Great teaching may come by chance, but it will come by design. Whether you’re new to teaching or looking to give your instruction a boost, take up the challenge and discover a new framework for teaching with true intentionality.

Autoren/Hrsg.

Fisher, Douglas

Hattie, John

Bustamante, Vince

Almarode, John T.

Frey, Nancy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Tables, Figures, and QR Codes
Acknowledgments
About the Authors
Introduction
Chapter 1: Implementing What Works Best
The DIIE Model as Shared Language for Implementation
Ways of Thinking and Motivations
Teacher Decision Making
Ways of Thinking and Decision Making
Motivation and Decision Making
Teacher Motivation
Motivation and Implementation
A Shared Language for Great Teaching
Chapter 2: Diagnosis and Discovery
The Who Behind the Learning
Standards of and for Learning as the Starting Point
Initial Assessments
Development of Initial Assessments
Teacher Noticing
Chapter 3: Intervention
This Is Not Deficit Thinking
Identifying the Skill, Will, and Thrill: Where Are Our Learners Now?
Applying the Goldilocks Principle
High-Probability Interventions
Aligning High-Probability Interventions With Skill, Will, and Thrill
High-Probability Interventions for Enhancing Skill
High-Probability Interventions for Enhancing Will
High-Probability Interventions for Enhancing Thrill
Chapter 4: Implementation
Fidelity to Clear and Visible Learning+® Goals
Student Awareness of Success Criteria
Success Criteria and Aligning the Intervention
Necessary Dosage of an Engaging, Challenging, and Authentic Learning Experience
Adaptations Through Adaptive and Compensatory Approaches
Quality Delivery in an Environment for Implementation
Fostering an Environment of Mistakes
Chapter 5: Evaluation
A Broader View of Evaluation
Planning for Evaluation
Evaluating the Evidence
The Role of the Post-Assessments in Evaluation
Collecting Evidence From Post-Assessments
Evaluating the Evidence From Post-Assessments
Conclusion
References
Index

Über Autor(innen)

Frey, Nancy
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. 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. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

Hattie, John
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.

Fisher, Douglas
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching!

Bustamante, Vince
Vince Bustamante, EdD, is a Calgary-based instructional coach, curriculum content developer, and author. Vince specializes in working with teachers, leadership teams, schools, and school districts in implementing high impact strategies and systems. With a strong background in implementation, assessment, and deep learning, he is passionate about understanding and evaluating teachers' impact. Having worked with schools and school districts across North America and internationally, he brings a wide variety of experience and perspectives when looking at school improvement, pedagogical and leadership development, and implementation of high impact strategies across school environments. Vince’s doctoral research focused on the sustainable implementation of professional learning across school districts and the impact of long-term school partnerships.

Vince has co-authored two bestselling books with Corwin Press: Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning. His other title, Leader Ready: Four Pathways to Prepare Aspiring School Leaders, is also available from Corwin Press. You can find more information about Vince at www.vincebustamante.com.

Almarode, John T.
Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode's work has been presented to the US Congress, the Virginia Senate, and the US Department of Education.
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.