Skip to main content
Location: United States |  Change Location
0
Male flipping through Corwin book

Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

 

Teaching Mathematics in the Visible Learning Classroom, Grades K-2 - Book Cover Look Inside
Share:
Bestseller!

Teaching Mathematics in the Visible Learning Classroom, Grades K-2

By: John Taylor Almarode, Douglas Fisher, Kateri Thunder, John Allan Hattie, Nancy Frey

Leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every K–2 mathematics student.


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544333298
  • Published By: Corwin
  • Series: Corwin Mathematics Series
  • Year: 2019
  • Page Count: 288
  • Publication date: January 28, 2019

Price: $38.95

Price: $38.95
Volume Discounts applied in Shopping Cart

For Instructors

This book is not available as an inspection copy. For more information contact your local sales representative.
Description

Description

Select the right task, at the right time, for the right phase of learning

Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?

 

In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.

 
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 K–2 student.

 

Key features

Like being a fly on the wall of real K-2 classrooms!

Includes:

  • Grade- and content-specific vignettes of three teachers across nine complete lessons showing surface, deep, transfer learning across a unit
  • 90 minutes of real K-2 classroom video
  • Grade-specific descriptions, teaching takeaways, vocabulary, and tools for high-effect instructional strategies
  • Lesson plans include standards, learning intentions and success criteria, tasks, tools, checklists, and facilitation notes—all downloadable from companion website
  • Interactive reflection and activity sections
 
Author(s)

Author(s)

John Taylor Almarode photo

John Taylor Almarode


Dr. John Almarode is a bestselling author and has worked with schools, classrooms, and teachers all over the world on the translation and application of the science of learning to the classroom, school, and home environments, and what works best in teaching and learning. He has done so in Australia, Canada, Egypt, England, Qatar, Saudi Arabia, Scotland, South Korea, Thailand and all across the United States.

He is an Associate Professor of Education in the College of Education. In 2015, John was awarded the inaugural Sarah Miller Luck Endowed Professorship. In 2021, John was honored with an Outstanding Faculty Award from the State Council for Higher Education in Virginia. At James Madison University, he continues to work with pre-service teachers and graduate students, as well as actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning.

The work of John and his colleagues has been presented to the United States Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy at The White House.

John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, John has authored multiple articles, reports, book chapters, and eleven books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), From Snorkelers to Scuba Divers (Corwin Press, 2018), both with Ann Miller, and Visible Learning for Science, with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018). He recently finished a book focusing on clarity, Clarity for Learning, with Kara Vandas (Corwin Press, 2019), as well as Teaching Mathematics in the Visible Learning Classroom, Grades 6 - 8, and Teaching Mathematics in the Visible Learning Classroom, Grades 9 - 12 both with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), all with Corwin Press. Teaching Mathematics in the Visible Learning Classroom, Grades K - 2 and Teaching Mathematics in the Visible Learning Classroom, Grades 3 - 5 with the same author team plus Kateri Thunder hit the shelves in March of 2019. He is also the past co-editor of the Teacher Educator’s Journal.

In 2019, John and his colleagues developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+. Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning. The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator’s Guide will support this work in schools and classrooms.

John and his colleagues have also focused a lot of attention on the process of implementation – taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs,Visible Learning, Visible Teaching, and the SOLO Taxonomy. In light of the COVID-19 pandemic, John and his colleagues developed the Distance Learning Playbook for College and University Instruction (SAGE). In November of 2020, Student Learning Communities (ASCD) was released, followed by Great Teaching by Design (Corwin Press), The Success Criteria Playbook (Corwin), an educational textbook on teaching science in the inclusive early childhood classroom, Inclusive Teaching in the Early Childhood Science Classroom (Routledge), and A Quick Guide to Simultaneous, Hybrid, & Blended Learning (Corwin).

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.



Douglas Fisher photo

Douglas Fisher

Douglas Fisher, Ph.D., 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 the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Kateri Thunder photo

Kateri Thunder

Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. Previously, Kateri served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Kateri then followed her passion back into the classroom where she spent each day learning with her Prekindergartners and coaching coaches. Kateri researches, writes, and presents on equity and access in early childhood and mathematics education and the intersection of literacy and mathematics for teaching and learning. She has partnered with thousands of educators to catalyze change in their classrooms, centers, and schools. Kateri is chair of NCTM’s Research Committee, co-creator of The Math Diet, and a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood.

John Allan Hattie photo

John Allan Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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.
Nancy Frey photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
Table of Contents

Table of Contents

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

     Mr. Southall and Number Combinations

     Ms. McLellan and Unknown Measurement Values

     Ms. Busching and the Ever-Expanding Number System

     Reflection

Chapter 3. Teaching for Conceptual Understanding

     Mr. Southall and Patterns

     Ms. McLellan and the Meaning of the Equal Sign

     Ms. Busching and the Meaning of Addition

     Reflection

Chapter 4. Teaching for Procedural Knowledge and Fluency

     Mr. Southall and Multiple Representations

     Ms. McLellan and Equality Conjectures

     Ms. Busching and Modeling Subtraction

     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. Teaching for Clarity Planning Guide

     C. Learning Intentions and Success Criteria Template

     D. A Selection of International Mathematical Practice or Process Standards

References


Index