Kateri Thunder & John T. Almarode 
Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 

It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students′ learning—what’s going to generate that light bulb ‘aha’ moment of understanding?

In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of elementary school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction.

Using grade-leveled examples and a decision-making matrix, you’ll learn to

• Articulate clear learning intentions and success criteria at surface, deep, and transfer levels


• Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers


• Use formative assessments to track what students understand, what they don’t, and why


• Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning


• Adjust the difficulty and complexity of any task to meet the needs of all learners

It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.

Jadual kandungan

List of Videos

Acknowledgments

About the Authors

Introduction

What Works Best

What Works Best When

The Path to Assessment-Capable Visible Learners in Mathematics

How This Book Works

Chapter 1. Teaching With Clarity in Mathematics

Components of Effective Mathematics Learning

Surface, Deep, and Transfer Learning

Moving Learners Through the Phases of Learning

Differentiating Tasks for Complexity and Difficulty

Approaches to Mathematics Instruction

Checks for Understanding

Profiles of Three Teachers

Reflection

Chapter 2. Teaching for the Application of Concepts and Thinking Skills

Ms. Buchholz and the Relationship Between Multiplication and Division

Ms. Mills and Equivalent Fractions and Decimals

Ms. Campbell and the Packing Problem

Reflection

Chapter 3. Teaching for Conceptual Understanding

Ms. Buchholz and the Meaning of Multiplication

Ms. Mills and Representing Division as Fractions

Ms. Campbell and the Volume of a Rectangular Prism

Reflection

Chapter 4. Teaching for Procedural Knowledge and Fluency

Ms. Buchholz and Fluent Division Strategies

Ms. Mills and Comparing Fractions

Ms. Campbell and Computing Volume

Reflection

Chapter 5. Knowing Your Impact: Evaluating for Mastery

What Is Mastery Learning?

Ensuring Tasks Evaluate Mastery

Ensuring Tests Evaluate Mastery

Feedback for Mastery

Conclusion

Final Reflection

Appendices

A. Effect Sizes

B. Planning for Clarity Guide

C. Learning Intentions and Success Criteria Template

D. A Selection of International Mathematical Practice or Process Standards

References

Index

Mengenai Pengarang

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.