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Bestseller!

Great Teaching by Design

From Intention to Implementation in the Visible Learning Classroom

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

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Product Details

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

Price: $32.95

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

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)

John Hattie

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.

Vince Bustamante

Dr. Vince Bustamante, Ed.D., 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 most current 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.

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.

Douglas Fisher

Douglas Fisher 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 a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.

Nancy Frey

Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. 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. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

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

"In order to maximize their learning, which will help them move beyond their own expectations, students need impactful teaching. No one has done more research in this area than John Hattie. In Great Teaching by Design Hattie and his co-authors show us that there is so much more we can learn about great teaching, and they provide us with step-by-step instructions on how to do that."

Peter DeWitt, Ed.D., Author/Consultant
Finding Common Ground Blog (Education Week)

"Teaching techniques are not universal—their outcomes are too contextual. The impact of even the most credible strategy will, in large part, be determined by why it is selected, when it is applied, and how it is received. An understanding of evidence will, of course, help—and there is no one in the world who has helped educators identify what works best more than John Hattie has—but even the best evidence leaves us with the challenge of implementation. That is why this book is so important. The authors show readers how to turn a good idea into great learning for all students. It is a book so practical, profound, and timely that I recommend it as seminal reading for all educators."

James Nottingham, Creator of the Learning Pit and author of 9 books about teaching and learning

"Great Teaching by Design puts the teacher at the heart of the decision-making process, demonstrating that the deliberate actions teachers take can and do propel students forward in their learning. It demystifies the idea that excellent teachers are born knowing what to do to ensure excellence in their classrooms. The authors encourage concrete and specific action, supported by an easily understood model and underscored by quality research, that will enable a teacher to experience confidence and success in designing quality learning experiences for all learners."

Nicole Lafreniere, Director of Curriculum and Assessment
Edmonton Catholic Schools, Alberta

"Impactful teaching and learning must not be left to chance! The practical applications inherent in Great Teaching by Design, particularly through the DIIE model, cast clarity on how to implement what makes the biggest impact on student learning."

Timothy P. Cusack Ed.D., Deputy Superintendent
Edmonton Catholic Schools, Alberta

"Great Teaching by Design uses an asset-based lens that allows educators to gain insight and further extend their understanding of using evidence and intention to design learning. There are multiple examples that show educators how to find a relatable connection from their own learning journey. This book provides strategies and tools to ensure educators are intentionally designing programs that meet the needs of a diverse student population."

Brandon Pachan, Elementary School Teacher
Peel District School Board, Brampton, Ontario

Other Titles in: Student Engagement & Motivation | Brain-Friendly Teaching & Learning | Visible Learning

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Chapter 1: Implementing What Works Best [Book Excerpt]
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