AVAILABLE IN ARABIC
About This Book
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.
Topics : Teaching Strategies
Table Of Content
List of Videos
Acknowledgments
Introduction
A Visible Learning Primer
Visible Learning and Distance Learning
A Question of Equity
Module 1: Take Care of Yourself
Learning Intentions
A View From the Early Years
Conclusion
Success Criteria
Module 2: The First Days of School
Learning Intentions
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
A View From the Early Years
Design a Considerate Website
Your First Distance Classes
Learn Students’ Interests
Conclusion
Success Criteria
Module 3: Teacher—Student Relationships From a Distance
Learning Intentions
Characteristics of Teacher–Student Relationships
Judgment and Will, Not Just Knowledge and Ability
Peer-to-Peer Relationships Are Influenced, Too
A “Chilly” Classroom
A View From the Early Years
Reaching the Hard to Teach
Increase Your Touchpoints With All Students
Conclusion
Success Criteria
Module 4: Teacher Credibility at a Distance
Learning Intentions
Teacher Credibility Defined
A View From the Early Years
Conclusion
Success Criteria
Module 5: Teacher Clarity at a Distance
Learning Intentions
Start With the Standards
Create a Flow of Lessons: Unit Planning
Create Learning Intentions
Identify Success Criteria
A View From the Early Years
Find the Relevance
Conclusion
Success Criteria
Module 6: Engaging Tasks
Learning Intentions
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
A View From the Early Years
Design a Considerate Schedule to Promote Engagement
Conclusion
Success Criteria
Module 7: Planning Instructional Units for Distance Learning
Learning Intentions
Demonstrating
Collaborating
A View From the Early Years
Coaching and Facilitating
Practicing
Conclusion
Success Criteria
Module 8: Feedback, ssessment, and Grading
Learning Intentions
Feedback to Students
The Socioemotional Links to Feedback
A View From the Early Years
Feedback at a Distance
Formative Evaluation
Summative Evaluations
Competency-Based Grading
Conclusion
Success Criteria
Module 9: Learning, Distance or Otherwise
Learning Intentions
Learning From Other Crises
Use Crisis Learning to Make Schools Better
Make Learning Better for Students
Make Learning Better for Teachers
Conclusion
Success Criteria
Appendix
References
Index
About the Authors
Douglas Fisher:
DOUGLAS FISHER, PhD, is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative. Doug has engaged in professional learning communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as The Teacher Credibility & Collective Efficacy Playbook and PLC+.
Nancy Frey:
NANCY FREY, PhD, is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in professional learning communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Visible Learning for Literacy.
John Hattie:
JOHN HATTIE, PhD, 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®, synthesizes more than 1,600 meta-analyses comprising more than 95,000 studies involving 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, and, most recently, 10 Mindframes for Leaders.
SBN: 9786038147788
Author: Douglas Fisher & Nancy Frey & John Hattie
Publisher: Educational Book House
Publish Year: 2021
Size: 20.30x26.70cm
Pages number: 268
