Effective teaching is effective teaching, no matter where it occurs The pandemic teaching of mid-2020 was not really distance learning, but rather crisis teaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intent—using what works best to accelerate students’ learning all the while maintaining an indelible focus on equity. Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensive playbook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in an online, virtual, and distributed environment. This powerful guide includes: · Learning Intentions and Success Criteria for each module to track your own learning and model evidence-based teacher practices for meaningful learning · A diversity of instructional approaches, including direct instruction, peer learning, and independent work that foster student self-regulation and move learning to deep and transfer levels · Discussion of equity challenges associated with distance learning, along with examples of how teachers can work to ensure that equity gains that have been realized are not lost. · Special guidance for teachers of young children who are learning from a distance · Videos of the authors and teachers discussing a wide variety of distance learning topics · Space to write and reflect on current practices and plan future instruction The Distance Learning Playbook is the essential hands-on guide to preparing and delivering distance learning experiences that are truly effective and impactful.
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 ...
This practical guide to planning and implementing PLC+ groups in a collaborative setting is designed to equip professional learning community teams with the tools they need to work effectively toward improving student learning.
Hattie and Yates (2014) described this as System 2 learning, in contrast to System 1, or surface, learning: System 1 is fast and responds with immediacy; System 2 entails using time to “stop, look, listen, and focus” (Stanovich, 1999).
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406. Student Achievement Partners. (2020). Principles for high-quality ...
iStock.com/Franck Boston Over the past six chapters, we have presented a framework, driven by five guiding questions, for the planning and implementation of student learning, as well as our own professional learning, via numerous ...
Using e-asTTle to model short-term learning. Pepa Mahi, EDK Working Paper, Ministry of Education, New Zealand. Whitaker, A., Torres-Guillén, S., Morton, M., Jordan, H., Coyle, S., Mann, A., & Sun, W.-L. (2018).
The Success Criteria Playbook catapults teachers beyond learning intentions to define clearly what success looks like for every student—whether face-to-face or in a remote learning environment.
Following the tremendous success of The Distance Learning Playbook, Grades K-12, education authorities Douglas Fisher, Nancy Frey, and John Hattie have teamed up with New York Times best-selling parenting expert Rosalind Wiseman to bring ...
Tapping the expertise of teachers who are successfully engaged in distance learning, The Assessment Playbook for Distance and Blended Learning answers that question.
How Learning Works: A Playbook unpacks the science of how students learn and translates that knowledge into promising principles or practices that can be implemented in the classroom or utilized by students on their own learning journey.