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The Distance Learning Playbook for College and University Instruction

Teaching for Engagement and Impact in Any Setting

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 The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable.

Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning® 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:

  • Faculty-student relationships from a distance
  • Teacher credibility from a distance
  • Teacher clarity from a distance
  • Engaging tasks from a distance
  • Planning learning experiences from a distance
  • Feedback, assessment, and grading from a distance
  • Keeping the focus on learning, from a distance or otherwise

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. The Distance Learning Playbook for College and University Instruction will show you how.”

~Douglas Fisher, Nancy Frey, John Almarode, and John Hattie

Full description


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071838679
  • Published By: Corwin
  • Year: 2020
  • Page Count: 200
  • Publication date: August 26, 2020

Price: $32.95

Price: $32.95
Volume Discounts applied in Shopping Cart

For Instructors

This book is not available as a review copy.
Description

Description

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 The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable.

Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning® 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:

  • Faculty-student relationships from a distance
  • Teacher credibility from a distance
  • Teacher clarity from a distance
  • Engaging tasks from a distance
  • Planning learning experiences from a distance
  • Feedback, assessment, and grading from a distance
  • Keeping the focus on learning, from a distance or otherwise

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. The Distance Learning Playbook for College and University Instruction will show you how.”

~Douglas Fisher, Nancy Frey, John Almarode, and John Hattie

Author(s)

Author(s)

Douglas Fisher photo

Douglas Fisher

Douglas Fisher, Ph.D., 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 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 How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Nancy Frey photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a member of the International Literacy Association’s Literacy Research Panel. Nancy has published in The Reading Teacher, Theory Into Practice, Reading Psychology, Early Childhood Education Journal, and Educational Leadership on research related to literacy, school leadership, and effective instruction. Current books include The Teaching Reading Playbook, Teaching Students to Drive Their Learning, Welcome to Teaching, and The PLC+ suite of books. In 2008 she was given the Early Career Achievement Award by the Literacy Research Association and is a member of the California Reading Hall of Fame. She is a credentialed special educator, reading specialist, and administrator in California, and is a co-founder and administrator at Health Sciences High and Middle College.

John Taylor Almarode photo

John Taylor Almarode

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. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic.

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, all with Corwin Press, were released in 2021.


John Hattie photo

John Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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.
Table of Contents

Table of Contents

List of Videos


Acknowledgments


Introduction

A Visible Learning® Primer

Visible Learning and Distance Learning

A Question of Equity

Module 1: Self-Care

Learning Intentions and Success Criteria

Conclusion

Module 2: The First Week of Classes

Learning Intentions and Success Criteria

Develop a Classroom Management Plan for Distance Learning

Establish Norms

Link Norms to Class Agreements

Identify Expectations for Synchronous Distance Learning

Develop and Teach Organizational and Procedural Routines

Design a Considerate Website

Your First Distance Classes

Learn Students’ Interests

Conclusion

Module 3: Faculty—Student Relationships From a Distance

Learning Intentions and Success Criteria

Characteristics of Faculty–Student Relationships

Judgment and Will, Not Just Knowledge and Ability

Peer-to-Peer Relationships Are Influenced, Too

A “Chilly” Classroom

Reaching the Hard to Teach

Increase Your Touchpoints With All Students

Conclusion

Module 4: Teacher Credibility at a Distance

Learning Intentions and Success Criteria

Teacher Credibility Defined

Conclusion

Module 5: Teacher Clarity at a Distance

Learning Intentions and Success Criteria

Start With the Standards and Competencies

Create a Flow of Learning: Planning for Class

Create Learning Intentions

Identify Success Criteria

Find the Relevance

Conclusion

Module 6: Engaging Tasks at a Distance

Learning Intentions and Success Criteria

Think Functions of Engagement, Not Just Tools

Set the Conditions for Engagement and Learning

Select the Tools That Meet These Functions and Conditions

Design Tasks With Engagement in Mind

Design a Considerate Schedule to Promote Engagement

Conclusion

Module 7: Planning Learning Experiences at a Distance

Learning Intentions and Success Criteria

Demonstrating

Collaborating

Coaching and Facilitating

Practicing

Conclusion

Module 8: Feedback, Assessment, and Grading

Learning Intentions and Success Criteria

Feedback to Students

The Socioemotional Links to Feedback

Feedback at a Distance

Formative Evaluation

Summative Evaluations

Competency-Based Grading

Conclusion

Module 9: Keeping the Focus on Learning, Distance or Otherwise

Learning Intentions and Success Criteria

Learning From Other Crises

Use Crisis Learning to Make Colleges and Universities Better

Make Learning Better for Students

Make Learning Better for Teachers

Conclusion

Appendix


References


Index


About the Authors


Reviews

Reviews

Price: $32.95
Volume Discounts applied in Shopping Cart

For Instructors

This book is not available as a review copy.

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