The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting

Fisher, Douglas; Frey, Nancy; Hattie, John

ISBN 10: 1071828924 / ISBN 13: 9781071828922

Edité par Corwin, 2020

A propos de cet article

This book is in good condition with very minimal damage. Pages may have minimal notes or highlighting. Cover image on the book may vary from photo. Ships out quickly in a secure plastic mailer.

N° de réf. du vendeur RDV.1071828924.G

Détails bibliographiques

• Titre: The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting
• Éditeur: Corwin
• Date de parution: 2020
• Langue: anglais
• ISBN à 10 chiffres: 1071828924
• ISBN à 13 chiffres: 9781071828922
• Reliure: Couverture souple
• État de l'article: good

A propos de ce titre

Synopsis

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(R) 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.

À propos des auteurs

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 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.

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.