In Great Teaching by Design, the authors explore what future and new teachers need to know and should know about teaching in todayâ s classrooms.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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