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Bestseller!

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

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.


Full description


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544333298
  • Published By: Corwin
  • Series: Corwin Mathematics Series
  • Year: 2019
  • Page Count: 288
  • Publication date: January 09, 2019

Price: $38.95

Price: $38.95
Volume Discounts applied in Shopping Cart

For Instructors

This book is not available as a review copy.
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 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.


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. She has 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. Her research, writing, and presentations focus on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. Kateri has collaborated with thousands of educators to catalyze change in their classrooms, centers, and schools. She is the chair of NCTM’s Research Committee and co-creator of The Math Diet. Additionally, she is 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 Hattie photo

John 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 University and a member of the International Literacy Association’s Literacy Research Panel. Nancy has published in The Reading Teacher, Theory Into Practice, Reading Psychology, Early Childhood Education Journal, and Educational Leadership on research related to literacy, school leadership, and effective instruction. Current books include The Teaching Reading Playbook, Teaching Students to Drive Their Learning, Welcome to Teaching, and The PLC+ suite of books. In 2008 she was given the Early Career Achievement Award by the Literacy Research Association and is a member of the California Reading Hall of Fame. She is a credentialed special educator, reading specialist, and administrator in California, and is a co-founder and administrator at Health Sciences High and Middle College.

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


Price: $38.95
Volume Discounts applied in Shopping Cart

For Instructors

This book is not available as a review copy.

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