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The Distance Learning Playbook for College and University Instruction Douglas Fisher

The Distance Learning Playbook for College and University Instruction By Douglas Fisher

The Distance Learning Playbook for College and University Instruction by Douglas Fisher

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The Distance Learning Playbook for College and University Instruction Summary

The Distance Learning Playbook for College and University Instruction: Teaching for Engagement and Impact in Any Setting by Douglas Fisher

First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching.

This time around we have the opportunity to be much more purposeful and intentional, and that's where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable.

Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning (R) research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance:

  • Faculty-student relationships from a distance
  • Teacher credibility from a distance
  • Teacher clarity from a distance
  • Engaging tasks from a distance
  • Planning learning experiences from a distance
  • Feedback, assessment, and grading from a distance
  • Keeping the focus on learning, from a distance or otherwise

What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance."

"We are all still active faculty members, committed to teaching, scholarship, and service. The unexpected transition to remote learning doesn't mean we no longer know how to teach. We can still impact the lives of our students and know that we made a difference. The Distance Learning Playbook for College and University Instruction will show you how."

~Douglas Fisher, Nancy Frey, John Almarode, and John Hattie

The Distance Learning Playbook for College and University Instruction Reviews

This is an amazing book. While it is designed to build everyone's capacity to teach in distance learning environments, it is truly a primer on effective teaching in postsecondary education. Educators who utilize these clear and practical suggestions will see their students achieve stronger learning outcomes. The Distance Learning Playbook for College and University Instruction should be a cornerstone of faculty professional development efforts. -- Joseph F. Johnson Jr., PhD
The Distance Learning Playbook for College and University Instruction is a very useful guide to helping educators make the transition from onsite to online teaching. The highly respected authors skillfully demonstrate how teachers can apply evidence-based practices from more traditional learning environments to a rapidly evolving world of online learning. The result is a wonderful self-guided tour of extraordinary opportunities to close the distance for learners. -- David W. Andrews, PhD
The Distance Learning Playbook for College and University Instruction offers an innovative learner-centered approach to student achievement where self-care, social emotional learning, instructional clarity, and responsive leadership strategies converge to support faculty in facilitating learner experiences that continue to transition students from 'passenger to active driver' in all learning environments, including distance education. -- Robert N. Corley III, PhD
The Distance Learning Playbook for College and University Instruction by Douglas Fisher, Nancy Frey, John Almarode, and John Hattie is a timely and necessary addition to every faculty's library. The authors' considerate and experiential approach to distance learning provides a well-researched foundation, authentic vignettes of instructors' experiences, easily accessible video and web links, and helpful techniques that can be used among most disciplines. Impressively, they envisage the distance learning environment beginning with the instructor and as an active, dynamic, and engaging space for learning and teaching. -- Arlette Willis
These authors once again exceed expectations with this thought-provoking and very practical guide to distance learning. The timing could not be better. Higher education faculty and administrators will find it extremely useful-including a much-needed chapter on self-care, a topic often overlooked in the literature. The pointers on engaging and assessing students are particularly helpful, and the learning intentions and success criteria make this an indispensable resource for new and veteran online instructors alike. -- James P. Frazee, EdD

About 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 Greater Impact by Design, Building Equity, and Assessment-capable Learners. He can be reached at [email protected]. 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. Learn more about John Almarode's PD offerings 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. At JMU, he works with pre service teachers and actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning. John and his colleagues have presented their work to the United States Congress, the United States Department of Education as well as the Office of Science and Technology Policy at The White House. John has authored multiple articles, reports, book chapters, and over a dozen books on effective teaching and learning in today's schools and classrooms. However, what really sustains John and is his greatest accomplishment is his family. John lives in Waynsboro, Virginia with his wife Danielle, a fellow educator, their two children, Tessa and Jackson, and Labrador retrievers, Angel, Forest, and Bella. John can be reached at www.johnalmarode.com. 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 the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning.

Table of Contents

List of Videos Acknowledgments Introduction A Visible Learning (R) Primer Visible Learning and Distance Learning A Question of Equity Module 1: Self-Care Learning Intentions and Success Criteria Conclusion Module 2: The First Week of Classes Learning Intentions and Success Criteria 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 Design a Considerate Website Your First Distance Classes Learn Students' Interests Conclusion Module 3: Faculty-Student Relationships From a Distance Learning Intentions and Success Criteria Characteristics of Faculty-Student Relationships Judgment and Will, Not Just Knowledge and Ability Peer-to-Peer Relationships Are Influenced, Too A "Chilly" Classroom Reaching the Hard to Teach Increase Your Touchpoints With All Students Conclusion Module 4: Teacher Credibility at a Distance Learning Intentions and Success Criteria Teacher Credibility Defined Conclusion Module 5: Teacher Clarity at a Distance Learning Intentions and Success Criteria Start With the Standards and Competencies Create a Flow of Learning: Planning for Class Create Learning Intentions Identify Success Criteria Find the Relevance Conclusion Module 6: Engaging Tasks at a Distance Learning Intentions and Success Criteria 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 Design a Considerate Schedule to Promote Engagement Conclusion Module 7: Planning Learning Experiences at a Distance Learning Intentions and Success Criteria Demonstrating Collaborating Coaching and Facilitating Practicing Conclusion Module 8: Feedback, Assessment, and Grading Learning Intentions and Success Criteria Feedback to Students The Socioemotional Links to Feedback Feedback at a Distance Formative Evaluation Summative Evaluations Competency-Based Grading Conclusion Module 9: Keeping the Focus on Learning, Distance or Otherwise Learning Intentions and Success Criteria Learning From Other Crises Use Crisis Learning to Make Colleges and Universities Better Make Learning Better for Students Make Learning Better for Teachers Conclusion Appendix References Index About the Authors

Additional information

GOR013929105
9781071838679
1071838679
The Distance Learning Playbook for College and University Instruction: Teaching for Engagement and Impact in Any Setting by Douglas Fisher
Douglas Fisher
Used - Like New
Paperback
SAGE Publications Inc
2020-11-04
200
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
The book has been read, but looks new. The book cover has no visible wear, and the dust jacket is included if applicable. No missing or damaged pages, no tears, possible very minimal creasing, no underlining or highlighting of text, and no writing in the margins

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