The distance learning playbook, grades K-12 : teaching for engagement & impact in any setting
著者
書誌事項
The distance learning playbook, grades K-12 : teaching for engagement & impact in any setting
Corwin, c2021
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"Corwin official collection, visible learning"--Cover
Includes bibliographical references (p. 176-179) and index
内容説明・目次
内容説明
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.
To purchase from an Authorized Corwin Distributor click here.
A Spanish translation of the Distance Learning Playbook, Grades K-12, Aprendizaje a Distancia Guia, Guia de Preescolar a Bachillerator, can be purchased by contacting Irene Yepez from Editorial Trillas at vigaexporta@trillas.mx.
目次
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, Assessment, 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
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