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Great Teaching by Design

From Intention to Implementation in the Visible Learning Classroom

By: John Allan Hattie, Vince Bustamante, John Taylor Almarode, Douglas Fisher, Nancy Frey

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071818336
  • Published By: Corwin
  • Year: 2020
  • Page Count: 128
  • Publication date: November 20, 2020

Price: $32.95

Price: $32.95
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Description

Description

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. 

 
Author(s)

Author(s)

John Allan Hattie photo

John Allan 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.
Vince Bustamante photo

Vince Bustamante

Vince Bustamante, M.Ed. is an instructional coach, curriculum content developer, and author who resides in Calgary, Canada. He is the co-author of two bestselling books with Corwin Press: Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning. Vince is passionate about implementation, assessment and creating classroom environments that foster deep learning experiences where teachers understand and evaluate their impact. He specializes in working with teachers, leadership teams, schools and school districts as they seek to implement high impact strategies and systems for school improvement. He can be found on Twitter: @Vincebusta.

John Taylor Almarode photo

John Taylor Almarode


Dr. 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.

He 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 including the science of learning, the design and measurement of classroom environments that promote student engagement and learning.

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 eleven books including 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 recently 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, all with Corwin Press, were released in 2021.



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 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.
Table of Contents

Table of Contents

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


Reviews

Reviews