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For more than a year now, we educators have been tested and tested again. We’ve been stretched, we’ve been pulled, we’ve been put through the wringer. But now it’s time to "rebound." It’s time to bounce back, come back better, and benefit from the many lessons learned to reignite engagement, accelerate learning, and move forward with fresh optimism and better systems for schooling.
Enter Doug Fisher, Nancy Frey, Dominique Smith, and John Hattie, whose Distance Learning Playbooks have supported more than a half million educators across pandemic teaching and who are here now to advise you on this next, absolutely critical leg of our ongoing journey.
Complete with tools and strategies, prompts and exercises, Rebound: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools will help you:
- Address the collective traumas we have experienced during the pandemic and rebuild our sense of agency and self, so that we can attribute student success to both teachers’ and students’ efforts
- Evaluate what we have learned about remote teaching and learning to determine what to carry forward and what to leave behind
- Shift the narrative from learning loss to "learning leaps" and implement instructional and assessment practices that ensure our students reclaim lost knowledge, build skills, develop agency, and accelerate gains
- Redefine classrooms, learning experiences, the ways schools operate, and the very idea of schooling itself
"The greatest travesty that can arise for schools after 2020/21," Doug, Nancy, Dominique, and John write, "is to rush back to the old normal, and learn nothing, or little, about what worked well. That’s why this book has focused on rebounding, and taking the opportunity to create an even better schooling system, one that serves even more students, and focuses more on what matters most."
"Let′s agree not to reduce the impact that our expectations have on students′ learning. What if we talk about learning leaps instead of learning loss? What if we identify where students are in their learning and identify critical content that they must learn now to accelerate their performance n the future? And what if we raise our expectations for students rather than lower them?"
—Douglas Fisher, Nancy Frey, Dominique Smith, and John Hattie
If there ever was a time for our heroic school leadership to persevere, it’s now. Because now, well over one year since the pandemic stretched the resilience and reserves of our school systems, it’s time to "rebound." It’s time to leverage this once-in-a-lifetime opportunity to reboot teaching and learning as we know it so that we magnify the effective practices from the past while leveraging the so many recent lessons learned.
This is where Doug Fisher, Nancy Frey, Dominique Smith, and John Hattie, coauthors of The Distance Learning Playbook series, are ideally equipped to serve as your collaborators.
Inside Leading the Rebound: 20+ Must-Dos to Restart Teaching and Learning you’ll find immediate actions, mindsets, and approaches to take if we’re to reimagine and improve our schools and school systems. Step by step, you’ll discover explicit guidance on how to:
1. Take care of yourself
2. Take stock and find the path
3. Rebuild teacher agency
4. Rebuild collective teacher efficacy
5. Foreground social and emotional learning
6. Change the learning loss narrative
7. Guide teacher clarity
8. Ensure instructional excellence
9. Use assessments for a range of purposes
10. Design and implement interventions
11. Win back parent-teacher relationships
12. Establish restorative practices
13. Avoid stealing the conflict
14. Enhance teacher-student and student-student interactions
15. Develop early warning systems for attendance, behavior, and course completion
16. Confront cognitive challenges to learning
17. Ensure equitable and restorative grading
18. Enhance PLCs
19. Provide empathetic feedback
20. Host honest performance conversations
21. Maintain your social presence
22. Future-proof teachers and students
What’s more Leading the Rebound is backed up with all kinds of resources--including VISIBLE LEARNING® research, sample planning tools, and other essential tips and strategies--to provide you with a start-to-finish roadmap for navigating this absolutely critical next leg in our journey toward a "better normal."
What a year! Twelve months and counting since COVID expanded, stretched, and blurred the boundaries of teaching and learning, at least one thing has remained constant: our commitment as educators to move learning forward. It’s just the context that keeps changing—why Doug Fisher, Nancy Frey, John Almarode, and Aleigha Henderson-Rosser have created a follow-up to The Distance Learning Playbook, their all-new Quick Guide to Simultaneous, Hybrid, and Blended Learning.
First, to be clear: simultaneous learning must not be an additive, meaning we combine two entirely different approaches and double our workload. That’s unsustainable! Instead, we must extract, integrate, and implement what works best from both distance learning and face-to-face learning environments. Then and only then—Doug, Nancy, John, and Aleigha insist—can we maximize the learning opportunities for all of our students.
To that end, The Quick Guide to Simultaneous, Hybrid, and Blended Learning describes how to:
- Have clarity about the most important learning outcomes for our students. This will help us decide what is best done asynchronously and what is best done with our "Roomies" and "Zoomies."
- Capitalize on the potential of asynchronous learning and use that valuable time to preview and review. This way we can draw on evidence from these tasks to help us decide where to go next in our teaching and our students’ learning.
- Utilize synchronous learning for collaborative learning and scaffolding of content, skills, and essential understandings. In doing so, we can collect additional evidence of students’ learning so that we provide feedback that moves learning forward.
- Establish norms for combining synchronous and face-to-face environments in simultaneous learning. Importantly, we have to set up the environment for our Roomies and Zoomies to learn together.
- Develop learning experiences and tasks that maximize learner engagement for all learners in all settings.
- Focus on acceleration and learning recovery. In other words, no more deficit thinking! Our students are where they are and there are specific things that we can do to ensure their learning.
- Implement the guide’s many resources, strategies, and templates.
"None of us chose to be in a situation where some learners are physically in our classrooms, while others attend virtually and remotely," write Doug, Nancy, John, and Aleigha. "However, what we hope to convey is that we’ve got this! While the context is different, the principles behind clarity, planning, high-yield strategies and interventions, student learning, and assessment hold steady." This is where The Quick Guide to Simultaneous, Hybrid, and Blended Learning will prove indispensable on this next leg of our journey.
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® 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.
Classroom management is traditionally a matter of encouraging good behavior and discouraging bad by doling out rewards and punishments. But studies show that when educators empower students to address and correct misbehavior among themselves, positive results are longer lasting and more wide reaching. In Better Than Carrots or Sticks, longtime educators and best-selling authors Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to
* Establish procedures and expectations for student behavior that encourage the development of positive interpersonal skills;
* Develop a nonconfrontational rapport with even the most challenging students; and
* Implement conflict resolution strategies that prioritize relationship building and mutual understanding over finger-pointing and retribution.
Rewards and punishments may help to maintain order in the short term, but they're at best superficially effective and at worst counterproductive. This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching, and constructive environments built on collective respect and focused on student achievement.
Help students move from surface-level learning to the transfer of understanding.
How do social studies teachers maximize instruction to ensure students are prepared for an informed civic life? VISIBLE LEARNING® for Social Studies, Grades K-12 shows how the field is more than simply memorizing dates and facts—it encapsulates the skillful ability to conduct investigations, analyze sources, place events in historical context, and synthesize divergent points of view.
The Visible Learning framework demonstrates that learning is not an event, but rather a process in which students move from surface-level learning to deep learning, and then onto the transfer of concepts, skills, and strategies. Encouraging learners to explore different facets of society, history, geography, and more, best practices for applying visible learning to social studies curriculum are presented through:
· A scaffolded approach, including surface-level learning, deep learning, and transfer of learning
· Examples of strategies, lessons, and activities best suited for each level of learning
· Planning tools, rubrics, and templates to guide instruction
Teachers must understand the impact they have on students and select approaches to maximize that impact. This book will guide you through the process of identifying the right strategy for the right time to successfully move students through surface, deep, and transfer learning.
"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie
What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away?
We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning.
These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design.
With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you:
- How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep.
- Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more.
- Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning.
"Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers.
PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action. The PLC+ framework supports educators in considering five essential questions as they work together to improve student learning:
- Where are we going?
- Where are we now?
- How do we move learning forward?
- What did we learn today?
- Who benefited and who did not benefit?
The PLC+ framework leads educators to question practices as well as outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement learning communities that maximize individual expertise while harnessing the power of collaborative efficacy.
Imagine a school with a diverse student body where everyone feels safe and valued, and all—regardless of race, culture, home language, sexual orientation, gender identity, academic history, and individual challenges—have the opportunity to succeed with interesting classes, projects, and activities. In this school, teachers notice and meet individual instructional needs and foster a harmonious and supportive environment. All students feel empowered to learn, to grow, and to pursue their dreams.
This is the school every student needs and deserves.
In Building Equity, Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher, colleagues at San Diego’s innovative Health Sciences High & Middle College, introduce the Building Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achieve
- Physical integration
- Social-emotional engagement
- Opportunity to learn
- Instructional excellence
- Engaged and inspired learners
Built on the authors’ own experiences and those of hundreds of educators throughout the United States, this book is filled with examples of policy initiatives and practices that support high-quality, inclusive learning experiences and deliver education that meets critical standards of equality and equity.
Designed as an accompanying resource to PLC+: Better Decisions and Greater Impact by Design, the Playbook helps educators bring the PLC+ framework to life by supporting teams as they answer the five guiding questions that comprise a PLC+:
- Where are we going?
- Where are we now?
- . How do we move learning forward?
- . What did we learn today?
- Who benefited and who did not benefit?
Twenty-three modules support PLC+ groups as they work through one entire cycle of learning, addressing the five questions and four cross-cutting themes—equity, high expectations, individual and collective efficacy, and effective team activation and facilitation. Tools to support implementation of the PLC+ framework are embedded throughout the Playbook:
- Blank templates allow team members to record their work for every module
- Step-by-step instructions guide PLC+ groups to facilitate productive discussion, engage in professional learning, and gather and analyze evidence of student learning
- Crosscutting themes provide cohesion and focus throughout the work
PLC+ groups can utilize each activity in the Playbook or find an appropriate entry point and continue the work of building PLC+. Engage in deeper learning around the ideas and concepts central to PLC+ and make greater equity and efficacy a reality in your school or district.
Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school.
That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the
effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students.
Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle:
Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.
Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.
Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations.
To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Watch: An Introduction to the Teacher Clarity Playbook
On a clear day, you can learn forever— that’s the adapted lyric you’ll be happily humming once you’ve covered this playbook, because you will have mastered using learning intentions and success criteria, the twin engines of Teacher Clarity. This template-filled guide shows you how to own it, do it, and live it—and your students will be more successful as a result.
Teacher clarity is both a method and a mindset, and it has an impressive effect size of 0.75 (Hattie, 2009). "It’s teaching that is organized and intentional," explain Douglas Fisher, Nancy Frey, Olivia Amador, and Joseph Assof. "It brings a forthrightness and fairness to the classroom because student learning is based on transparent expectations. And when we are clear, our students can better plan and predict, set goals, and acquire a stronger sense of how to judge their own progress."
Succinct, smart, and swift, this book’s nine learning modules takes you systematically through a process that begins and ends with standards. With abundant cross-curricular examples that span grade levels, planning templates for every step, key professional learning questions, and a PLC guide with video and PowerPoints, you have the most practical planner for designing and delivering highly effective instruction:
- Identifying Concepts and Skills
- Sequencing Learning Progressions
- Elaborating Learning Intentions
- Crafting Success Criteria
- Modifying Learning Intentions to Include Language Expectations
- Determining the Relevance of the Learning
- Designing Assessment Opportunities
- Creating Meaningful Learning Experiences
- Establishing Mastery of Standards
Designed for PLCs or independent teacher use, The Teacher Clarity Playbook helps practitioners align lessons, objectives, and outcomes of learning seamlessly, so that the classroom hours flow productively for everyone. For any teacher striving to be more organized and have stronger relationships with students, this is the book that shows you how.
Visible Learning® Supporting Resources
The Teacher Clarity Playbook, has been recognized for focusing on practices that have high effect sizes and will help you translate the groundbreaking Visible Learning research into practice. When educators use strategies that have high effects (greater than 0.40), they can accelerate student achievement. The power of the Visible Learning research lies in helping educators understand which factors have the highest impact on student achievement so that educators can begin making strategic decisions based on evidence that will utilize their time, energy, and resources to the best extent possible.
The Visible Learning research is based on Professor John Hattie′s unmatched meta-analysis of more than 1600 research reviews comprising 95,000 studies, involving more than 300 million students—the world’s largest evidence base on what works best in schools to improve student learning.