Great Teaching by Design

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. Vince Bustamante, EdD, is a Calgary-based instructional coach, curriculum content developer, and author. Vince specializes in working with teachers, leadership teams, schools, and school districts in implementing high impact strategies and systems. With a strong background in implementation, assessment, and deep learning, he is passionate about understanding and evaluating teachers′ impact. Having worked with schools and school districts across North America and internationally, he brings a wide variety of experience and perspectives when looking at school improvement, pedagogical and leadership development, and implementation of high impact strategies across school environments. Vince’s doctoral research focused on the sustainable implementation of professional learning across school districts and the impact of long-term school partnerships.Vince has co-authored two bestselling books with Corwin Press: Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning. His other title, Leader Ready: Four Pathways to Prepare Aspiring School Leaders, is also available from Corwin Press. You can find more information about Vince at www.vincebustamante.com. John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

• Tables, Figures, and QR CodesAcknowledgmentsAbout the AuthorsIntroductionChapter 1: Implementing What Works BestThe DIIE Model as Shared Language for ImplementationWays of Thinking and MotivationsTeacher Decision MakingWays of Thinking and Decision MakingMotivation and Decision MakingTeacher MotivationMotivation and ImplementationA Shared Language for Great TeachingChapter 2: Diagnosis and DiscoveryThe Who Behind the LearningStandards of and for Learning as the Starting PointInitial AssessmentsDevelopment of Initial AssessmentsTeacher NoticingChapter 3: InterventionThis Is Not Deficit ThinkingIdentifying the Skill, Will, and Thrill: Where Are Our Learners Now?Applying the Goldilocks PrincipleHigh-Probability InterventionsAligning High-Probability Interventions With Skill, Will, and ThrillHigh-Probability Interventions for Enhancing SkillHigh-Probability Interventions for Enhancing WillHigh-Probability Interventions for Enhancing ThrillChapter 4: ImplementationFidelity to Clear and Visible Learning+® GoalsStudent Awareness of Success CriteriaSuccess Criteria and Aligning the InterventionNecessary Dosage of an Engaging, Challenging, and Authentic Learning ExperienceAdaptations Through Adaptive and Compensatory ApproachesQuality Delivery in an Environment for ImplementationFostering an Environment of MistakesChapter 5: EvaluationA Broader View of EvaluationPlanning for EvaluationEvaluating the EvidenceThe Role of the Post-Assessments in EvaluationCollecting Evidence From Post-AssessmentsEvaluating the Evidence From Post-AssessmentsConclusionReferencesIndex

"In order to maximize their learning, which will help them move beyond their own expectations, students need impactful teaching. No one has done more research in this area than John Hattie. In Great Teaching by Design Hattie and his co-authors show us that there is so much more we can learn about great teaching, and they provide us with step-by-step instructions on how to do that."