The Distance Learning Playbook for College and University Instruction

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator.  He is a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook. Dr. John Almarode is a bestselling author and an Associate 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. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode′s work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic.Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021. 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.

List of Videos
Acknowledgments
Introduction
A Visible Learning® 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