Making Mathematics Learning Visible Introduction
This full-day workshop demonstrates how using the right approach at the right time helps educators intentionally design classroom experiences that hit the surface, deep, and transfer phases of mathematics learning. This framework helps educators reach the level of rigor today’s students must meet through the combination of conceptual understanding, procedural fluency, and application. The workshop also delves into the role of clear learning intentions and success criteria as the first stop to better learning, as well as the kinds of rich mathematical tasks and mathematical discourse central to each phase of learning. Participants will be actively engaged in doing mathematics during the session.
Surface Learning in Mathematics
Surface learning isn’t superficial. It isn’t algorithms and memorization of facts. In the surface learning phase, students explore mathematical ideas to develop initial conceptual understanding and then formalize that understanding by developing procedural skills and vocabulary. This is the essential foundation that sets the stage for deeper learning. This workshop focuses on practical classroom strategies and routines for surface learning in mathematics. Participants in this full day workshop will understand the type of rich tasks and math talk appropriate at the surface phase, and experience practice in some of the strategies most appropriate to surface learning. Participants will be actively engaged in doing mathematics and continually reflecting on their own practice during the session.
Deep Learning in Mathematics
Once students have consolidated surface learning, teachers can encourage learners to begin making generalizations about and connections among mathematical ideas. Students can begin to plan, investigate, and elaborate on their learning. This will nurture deep learning. This full-day workshop focuses on practical approaches for deep learning using the Visible Learning research as a guide. Participants will walk through different approaches and engage in the kind of classroom experiences that promote deeper learning.
Transfer Learning in Mathematics
In mathematics, transfer learning is the phase in which learners move from “doing mathematics for mathematics’ sake” to using their understanding of mathematics to solve problems in new and novel situations and contexts. This half-day workshop explores the importance of transfer learning, the paths that transfer learning can take, and the conditions needed for transfer. Through grade-appropriate mathematical tasks, we will explore strategies for teaching students to organize and transform conceptual knowledge. We will close with a brief discussion on the role of metacognition and how to support students in becoming observers and owners of their own learning.
Making Mathematics Learning Visible for ALL
We know that one of the greatest challenges teachers of mathematics face is that their learners' readiness, abilities, and needs can be all over the map. How do you lead leaners through the surface, deep, and transfer phases of learning when they each have different needs and different entry points? How can learning become visible not just to the educators, but to students, parents, and other stakeholders? This half-day workshop aims to help teachers better identify what each of their learners needs are so that they can better address them. It covers the critical role of formative assessment, feedback, and intervention across all phases of learning. It concludes with a discussion of student metacognition how when students take ownership of their learning, their learning becomes visible to all.