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Great Teaching by Design
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Great Teaching by Design
From Intention to Implementation in the Visible Learning Classroom



November 2020 | 128 pages | Corwin
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. 
 
 
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

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 1,500 meta-analyses comprising more than 90,000 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... More About Author

Vicente Bustamante

 Vince Bustamante, M.Ed. is an instructional coach, curriculum content developer, and author who currently works for Edmonton Catholic Schools as a curriculum consultant. Vince is passionate about teacher clarity, assessment, and creating classroom environments that foster deep learning experiences where teachers understand and evaluate their impact. He has published two books: Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning.  More About Author

John Taylor Almarode

Dr. John Almarode has worked with schools, classrooms, and teachers all over the world.  John began his career teaching mathematics and science in Augusta County to a wide range of students.  Since then, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments.  He has worked with hundreds of school districts and thousands of teachers.  In addition to his time in PreK – 12 schools and classrooms, he is an Associate Professor and Executive Director of Teaching and Learning in the College of Education at James Madison University... More About Author

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 & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and... More About Author

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and 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 Rigorous Reading.  More About Author

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ISBN: 9781071818336
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