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.
In
Great Teaching by Design, the authors explore what future and new teachers need to know and should know about teaching in today’s classrooms.
Recenzijas
"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 "Teaching techniques are not universaltheir 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, helpand there is no one in the world who has helped educators identify what works best more than John Hattie hasbut 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 "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 "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
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Tables, Figures, and QR Codes |
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vii | |
| Acknowledgments |
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ix | |
| About the Authors |
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xi | |
| Introduction |
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1 | (10) |
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Chapter 1 Implementing What Works Best |
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11 | (20) |
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The DIIE Model as Shared Language for Implementation |
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12 | (4) |
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Ways of Thinking and Motivations |
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16 | (2) |
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18 | (1) |
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Ways of Thinking and Decision Making |
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19 | (3) |
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Motivation and Decision Making |
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22 | (2) |
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24 | (2) |
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Motivation and Implementation |
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26 | (2) |
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A Shared Language for Great Teaching |
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28 | (3) |
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Chapter 2 Diagnosis and Discovery |
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31 | (18) |
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The Who Behind the Learning |
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34 | (1) |
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Standards of and for Learning as the Starting Point |
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35 | (5) |
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40 | (2) |
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Development of Initial Assessments |
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42 | (2) |
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44 | (5) |
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49 | (18) |
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This Is Not Deficit Thinking |
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50 | (2) |
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Identifying the Skill, Will, and Thrill: Where Are Our Learners Now? |
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52 | (4) |
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Applying the Goldilocks Principle |
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56 | (1) |
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High-Probability Interventions |
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56 | (1) |
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Aligning High-Probability Interventions With Skill, Will, and Thrill |
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57 | (1) |
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High-Probability Interventions for Enhancing Skill |
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57 | (4) |
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High-Probability Interventions for Enhancing Will |
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61 | (1) |
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High-Probability Interventions for Enhancing Thrill |
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62 | (5) |
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67 | (22) |
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Fidelity to Clear and Visible Learning+® Goals |
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69 | (2) |
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Student Awareness of Success Criteria |
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71 | (1) |
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Success Criteria and Aligning the Intervention |
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72 | (1) |
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Necessary Dosage of an Engaging, Challenging, and Authentic Learning Experience |
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73 | (1) |
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Adaptations Through Adaptive and Compensatory Approaches |
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74 | (2) |
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Quality Delivery in an Environment for Implementation |
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76 | (8) |
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Fostering an Environment of Mistakes |
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84 | (5) |
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89 | (16) |
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A Broader View of Evaluation |
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91 | (1) |
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92 | (3) |
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95 | (3) |
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The Role of the Post-Assessments in Evaluation |
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98 | (1) |
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Collecting Evidence From Post-Assessments |
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98 | (3) |
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Evaluating the Evidence From Post-Assessments |
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101 | (3) |
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104 | (1) |
| References |
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105 | (2) |
| Index |
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107 | |
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, 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. Vinces 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.
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. Almarodes 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.
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, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Nancy Frey is a Professor in Educational Leadership at San Diego State 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 Associations 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.
