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

129 Pages·2021·11.849 MB·English

by  John Hattie, Vince Bustamante, John T. Almarode, Douglas Fisher, Nancy Frey

Great Teaching by Design

Great Teaching by Design
From Intention to Implementation
in the Visible Learning® Classroom
John Hattie
Vince Bustamante
John Almarode
Douglas Fisher
Nancy Frey
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Library of Congress Cataloging-in-Publication Data
B 1/I 1 Mohan Cooperative Industrial Area
Names: Hattie, John, author. | Bustamante, Vince, author. | Almarode, John,
Mathura Road, New Delhi 110 044
author. | Fisher, Douglas, 1965- author. | Frey, Nancy, 1959- author.
India
Title: Great teaching by design : from intention to implementation in the visible
learning classroom / John Hattie, Vince Bustamante, John Almarode, Douglas
SAGE Publications Asia-Pacific Pte. Ltd. Fisher, Nancy Frey.
18 Cross Street #10-10/11/12 Description: Thousand Oaks, California : Corwin Press, 2021. | Includes
bibliographical references and index.
China Square Central
Identifiers: LCCN 2020033498 | ISBN 9781071818336 (paperback) |
Singapore 048423 ISBN 9781071818343 (epub) | ISBN 9781071818329 (epub) |
ISBN 9781071818299 (ebook)
Subjects: LCSH: Effective teaching—United States. | Teacher
effectiveness—United States. | Teachers—Training of—United States. |
Teachers—In service training—United States.
Classification: LCC LB1025.3 .H3798 2021 | DDC 371.1020973—dc23
LC record available at https://lccn.loc.gov/2020033498
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CONTENTS
Tables, Figures, and QR Codes vii
Acknowledgments ix
About the Authors xi
Introduction 1
CHAPTER 1
IMPLEMENTING WHAT WORKS BEST 11
The DIIE Model as Shared Language for Implementation 12
Ways of Thinking and Motivations 16
Teacher Decision Making 18
Ways of Thinking and Decision Making 19
Motivation and Decision Making 22
Teacher Motivation 24
Motivation and Implementation 26
A Shared Language for Great Teaching 28
CHAPTER 2
DIAGNOSIS AND DISCOVERY 31
The Who Behind the Learning 34
Standards of and for Learning as the Starting Point 35
Initial Assessments 40
Development of Initial Assessments 42
Teacher Noticing 44
CHAPTER 3
INTERVENTION 49
This Is Not Deficit Thinking 50
Identifying the Skill, Will, and Thrill: Where Are Our Learners Now? 52
Applying the Goldilocks Principle 56
High-Probability Interventions 56
Aligning High-Probability Interventions With Skill, Will, and Thrill 57
High-Probability Interventions for Enhancing Skill 57
High-Probability Interventions for Enhancing Will 61
High-Probability Interventions for Enhancing Thrill 62
CHAPTER 4
IMPLEMENTATION 67
Fidelity to Clear and Visible Learning+® Goals 69
Student Awareness of Success Criteria 71
Success Criteria and Aligning the Intervention 72
Necessary Dosage of an Engaging, Challenging, and Authentic
Learning Experience 73
Adaptations Through Adaptive and Compensatory Approaches 74
Quality Delivery in an Environment for Implementation 76
Fostering an Environment of Mistakes 84
CHAPTER 5
EVALUATION 89
A Broader View of Evaluation 91
Planning for Evaluation 92
Evaluating the Evidence 95
The Role of the Post-Assessments in Evaluation 98
Collecting Evidence From Post-Assessments 98
Evaluating the Evidence From Post-Assessments 101
Conclusion 104
References 105
Index 107
Note from the Publisher: The authors have provided video and web
content throughout the book which is available to you through QR Codes.
To read a QR Code, you must have a smartphone or tablet with a camera.
We recommend that you download a QR Code reader app that is made
specifically for your phone or tablet brand.
TABLES, FIGURES, AND
QR CODES
INTRODUCTION
Figure I.1 From Potential to Implementation 6
Figure I.2 The Role of Intention in Connecting Potential and
Implementation 7
CHAPTER 1
Figure 1.1 The DIIE Model 12
Figure 1.2 DIIE is Situated in Our Ways of Thinking
and Motivations 16
Figure 1.3 What Makes an Effective Teacher? 18
Figure 1.4 A Way to Understanding Teacher Motivation 25
CHAPTER 2
Figure 2.1 The DIIE Model 31
Figure 2.2 Diagnosing and Discovering the Gap 33
Figure 2.3 The Essential Parts of Diagnosing or Discovering 35
Table 2.1 Analyzing the Standard for Concepts and Skills 37
Table 2.2 Analyzing the Standard for Concepts and Skills 38
Table 2.3 Analyzing the Standard for Concepts and Skills 39
Table 2.4 Examples of Different Ways to Determine What
Students Know and Don’t Know Yet 42
Figure 2.4 Two Components of Teacher Noticing 45
CHAPTER 3
Figure 3.1 The DIIE Model 49
Figure 3.2 Teacher Noticing Moves Us to Act 50
Figure 3.3 The Essential Parts of Intervening 51
Table 3.1 High-Probability Interventions for Enhancing
Learners’ Skill 59
Table 3.2 High-Probability Interventions for
Enhancing Learners’ Will 62
Table 3.3 High-Probability Interventions for Enhancing
Learners’ Thrill 64
CHAPTER 4
Figure 4.1 The DIIE Model 67
Figure 4.2 The Essential Parts of Implementing 68
Figure 4.3 Example of a Single-Point Rubric 72
Table 4.1 Hack Your Space 83
QR Code 4.1 Developing an Environment of Mistakes:
My Favorite No Activity (Acala, 2018) 85
CHAPTER 5
Figure 5.1 The DIIE Model 89
Figure 5.2 Essential Parts of Evaluating 90
Table 5.1 Example of an Evidence-Gathering Plan 93
Table 5.2 Sample Record-Keeping Sheet for
Collecting Evidence 95
Table 5.3 Questions for Evaluating Skill 97
Table 5.4 Questions for Evaluating Will and Thrill 97
Table 5.5 Student Writing Scores 99
QR Code 5.1 Calculate the Effect Size and View the Progress/
Achievement Chart by Downloading This
Progress and Achievement Tool on the Visible
Learning+ Website 101
Figure 5.3 Progress versus Achievement Grid 102
Figure 5.4 Growth versus Achievement 103
Figure 5.5 Implementing What Works Best 104
ACKNOWLEDGMENTS
From Vince Bustamante
Leading a team of brilliant minds was a daunting task for my first book project, and would
not have been possible without the mentorship and guidance of John Almarode. John,
thank you so much for your advice, direction, and conversation as we navigated through
the creation of this book. Your mentorship has been invaluable. It has been such a pleasure
working with you and learning from you. I feel so fortunate to have developed a friendship
along the way.
Doug, Nancy, and John H., thank you for your sage advice, thought-provoking questions,
and brilliant feedback. It was so reassuring knowing you were always being accessible for
calls, emails, and texts. This project has been the best learning of my career, and would not
have been nearly as impactful without having you on the team.
Thank you to the editorial team at Corwin, especially Jessica Allan for all of your
guidance in bringing this book together. A special thanks goes to Ariel Curry for your
encouragement and support (over an In-N-Out milkshake) to bring this project idea
forward and help make it a reality.
This book was inspired by the countless teachers and students I have worked with over
the course of my career, some even in conversation as this book was being developed. My
time working directly with teachers and students has easily been the most enjoyable and
inspiring aspect of my career.
Finally, I would like to thank my wife, Leah. You are my rock and greatest support. Thank
you for your patience and confidence in me. Having you as my partner has singlehandedly
made me a better person and has improved my life immeasurably. I am so lucky to walk
beside you through life. Thank you.
From John Almarode
To move from potential to implementation in the classroom requires teachers, teacher
leaders, and instructional leaders to work collaboratively with colleagues to leverage
the individual expertise and efficacy of each individual. Unpacking a framework for
supporting this process also requires collaboration between colleagues. This book
represents that collective effort. I am fortunate to work with incredible colleagues who
challenge and push my thinking forward. John H., Vince, Doug, and Nancy, thank you for
your willingness to engage in critical conversations and dialogue around implementing
what works best in teaching and learning. John H., thank you for sharing the DIIE model
with us and allowing us to unpack the framework in the pages of this book.
At James Madison University, I am blessed to work with some of the best and brightest
students, who one day, in the not so distant future, will turn their own potential into
high-quality, high-impact, teaching and learning. I could fill the pages of any book with
their names and specific contributions to my own personal and professional journey in
ix